Maastricht University - Center for European Studies

This course gives a broad overview of biological foundations of behavior. The role of certain brain areas, neurotransmitters, and hormones on brain function are discussed. The course consists of nine topics; the first is an introductory topic regarding the link between brain and behavior. The following topics involve several types of specific behaviors ant their links to the brain anatomy. The topics are: gender development, emotion, memory, sleep, mental illnesses, addiction, hunger and thirst, and language. 

Apart from offering sensory feedback for object manipulation and movement, the somatosensory system also provides signals that are intrinsically rewarding or punishing. The behavioral drive to seek pleasure and to avoid pain is of crucial importance for survival and partly relies on the same neurochemical circuitry. This course discusses the neurobiological basis of aversive and pleasant somatosensory processing. Brain circuits involved in nociception and analgesia as well as theories and treatments of chronic pain are discussed.

This version of the Medical Ethics course includes an Independent Study Project (ISP) done under the direction of the instructor. The minimum reading is between 20 and 25 articles from established academic periodicals/magazines. The ISP is 10-12 pages and counts for 1/3 of the overall grade for the course. This course provides students with an introductory investigation into the question of if, when, and how ethical considerations can or must play a role in the practice of the medical profession. It makes students aware of the fact that the health sciences are not operating in a moral vacuum and that a good knowledge of both older and recent ethical debates in this particular field is of the greatest significance. This course consists of three parts. The first part of the course gives an introduction to some fundamental European philosophical ideas of what it means to be a human being. This introduction is accompanied by an introduction to the most important ethical theories of the West. The second part of the course discusses a general framework of medical ethics as it could play a guiding role in the day-to-day practice of those who are members of the medical profession or related areas. The third part of the course discusses some of the most important and well-known ethical problems that can be found within the medical field. There are lectures, discussions, and the study of cases that reflect the most important problems and topics that make up the moral challenges of the medical discipline of today. 

In the first week of the semester, students are confronted with the contrasts between the “European” approach to healthcare and public health and that of the United States (before and since the reforms of 2010). This comparative approach sets the stage for identifying what is common in European approaches to healthcare and the broader promotion of health. This sets the stage for the subsequent analyses of differences among European health systems (Health Systems Module) and for understanding broader European health strategies and the EU Health Strategy itself (Health Strategies Module). Additionally, students are stimulated to consider the complexity of change processes for health. The aim of the first module is to explore the harmonization of health systems and the impact of health care reforms in Europe with special attention given to health systems in transition and second, to analyze the European challenges of cross-border care and patient mobility given by the execution of the sanction of the European Union of the free movement of goods, individuals, services, capital and payments in terms of health. Students are introduced to the European institutions and the legal basis for the EU taking up health issues. This module focuses much more on national health systems and national health systems within the context of European policy and practice. The module introduces a system approach to health in Europe. It focuses on the European differences paying special attention to Eastern European countries with health systems in transition–a special focus is on Poland. Special attention is given to theory on the organization of health services, basic health economics, and the financing of health systems in order to enhance the ability to analyze health systems in a European perspective. Cross-border care is included as an emerging field of interest from patient's points of view as well as from decision maker's point of view. The module provides the students an opportunity to analyze regional cross-border projects in order to create awareness of these challenges facing Europe now and in the near future. Organizational theory as well as theory on networking are presented as tools to analyze cross-border care and health systems in transition. Health care systems can be positioned in different domains of society, namely as systems that contribute to the dynamics of the state and the market or to the dynamics of daily life and social participation of citizens. So constructed, each system offers its own internal dynamics with distinct functions and operations which might be at conflict with the functions and operations being distinct for related systems. The interconnection of this system interplay is addressed, showing how various systems claim they operate in the interest of the citizen, yet displaying differential effects on autonomy, choice and good life of citizens. Thus, the notion of transition (or related concepts such as progress and innovation) can be identified as a social arena, in which different notions of justice and injustice in public health practices are emerging, struggling and conflicting with each other. In the Skills Training module, students are trained in bargaining and negotiating skills, and they are introduced to writing their first drafts of a curriculum vitae and a cover letter. In workshops, students learn the basics of distributive bargaining and integrative negotiation. In the six workshops students are offered practical experiences and theoretical information about the most important components involved in a negotiation process. The examples and practical exercises are based on public health professional context. In this course, one plenary lecture and six workshops around the skill of negotiation are offered. The module covers such topics as: the interdependence between the negotiators, the possibilities to claim value but also to create value for all parties involved, strategies and tactics of distributive negotiation (often distributed negotiation is also called bargaining) as well as integrative negotiation, planning and chairing negotiations, negotiating in situations in which multiple parties are involved, parties which could have a very different cultural background.

Problem-Based Learning (PBL) is a unique feature of the education provided at Maastricht. This educational system focuses on guiding students to become independent and enterprising problem-solvers. To achieve this goal, teaching must extend beyond the traditional individual studying and attending lectures. Students work in small groups on concrete problems from the field. As a team, they analyze problems, attempt to understand the underlying theories, and learn to apply knowledge to recognizable, realistic situations. To perform well in this educational system, it is vital for students to have knowledge of the background and central elements of this system. During this course, students learn and practice the skills needed to be successful in tutorial group meetings. First-year students familiarize themselves with Problem-Based Learning and communication skills essential for learning in groups. One session will be completely devoted to teambuilding.

Corresponding practicals for Skills I are: Introduction UM Systems and Library Introduction.

This course is a focused study of the European luxury industry with an emphasis on current and developing trends and issues. Topics covered include business strategy, marketing, retailing, management, branding, and public relations of luxury companies in the fashion, food and beverage, and automobile sectors.  Through readings, analyzing current case studies of real-life companies, discussions, viewing media, luxury retail professional visits in Maastricht, and a possible field trip, students examine how the luxury industry maintains its aspirational image with consumers even as it sells entry-level products such as sunglasses and accessories to a mainstream audience.

This course is for people with no prior knowledge of Dutch. Once you've completed this course you will be able to: present yourself; ask for and provide personal details; talk about daily activities; talk about your hobbies; talk about your family; and get around in a shops.

This course provides an overview of evolutionary theory and its applications within, predominantly, social psychology. Evolutionary psychologists view most human behaviors as the products of evolved psychological adaptations –or solutions– to recurring problems in the ancestral environment. Evolutionary psychology offers many insightful explanations for social behavior, such as interpersonal attraction, prejudice, and healthy (and unhealthy) behaviors. Moreover, emotions are considered to have evolved in humans because they are functional and ultimately enhance your chances for survival and reproduction – for example, fear makes you avoid certain life-threatening situations, and jealousy makes you protect your relationship. The course covers recent developments within the field of evolutionary social psychology. Students investigate what causes the differences between the two sexes (sexual selection), how (pro-)social behavior can be explained by evolutionary theory, and how we are to some extent still governed by “hard-wired” motives, like a drive for social status and reputation.

Ecophysiology is the study of physiological adaptations of organisms in relation to the environments in which they live. It has become an increasingly important science, because an understanding of the relationship between organism and environment is essential in order to predict the effects of man-made environmental change. The physiology of an organism incorporates many of its most important adaptations to the environment in which it lives. This course considers the variety of environmental pressures imposed on organismal physiology. It examines the often ingenious solutions that evolve in response to these pressures, and how different organisms and groups of organisms have evolved different physiological means of dealing with the same problem. The course focuses both on the abiotic environment (e.g. issues related to climate, gas exchange) and the biotic environment (e.g. how digestive physiology is adapted to plant toxins). Towards the end of the course, students look at Conservation Physiology, one of the practical applications of ecophysiology. There is a particular focus on the physiological adaptations of animals. Although BIO2004 General Zoology is not a prerequisite for this course, the course is recommended before taking Ecophysiology.