. "Field research instruction geochemistry"@en . . "7.50" . "The students become familiar with the key processes controlling nutrient dynamics in aquatic environments.\nThey obtain knowledge about the societal, economical, and environmental implications of anthropogenic perturbations of the nutrient dynamics in aquatic environments. Students learn how to design experiments or how to plan the collection and analyses of environmental samples in order to answer research questions.\nFurthermore, they learn how to combine experimental data and field measurements and to integrate them with knowledge from scientific literature in order to answer the research questions and to evaluate the obtained information in a broader context. \nContent\nIn this course students learn how to perform a field campaign and biogeochemical experiments in order to answer research questions related to the nutrient dynamics in aquatic environments. This includes: testing and preparing analytical and experimental methods, collecting and analyzing environmental samples, performing experiments, interpretation of analytical and experimental data, and presentation of the results orally and in a written form.\nThe fieldwork consists of three parts: a preparation period in Utrecht, a field campaign, and a period of data interpretation and report writing in Utrecht. During the preparation period, the students give presentations related to the subject and the objectives of the fieldwork. Furthermore, they practice analytical procedures and experimental methods which are required during the fieldwork. During the fieldwork campaign, water samples from rivers, estuaries, and marine locations are collected and analyzed. Additionally, sediment cores will be taken and analyzed. Laboratory experiments are conducted in order to quantify individual processes related to the nutrient fluxes in the investigated environments. The analytical and experimental data are finally integrated in order to characterize the trophic state of the investigated systems, to determine the nutrient fluxes between the different compartments of the systems, and to investigate the interplay between physical and biological processes in controlling the nutrient dynamics. The results of the fieldwork are presented in reports\n\nDevelopment of transferable skills\nLeadership: Students work in teams; each day someone takes the task of the team leader who takes the responsibility that the team activities are target orientated and who reports about the team activities.\nAbility to work in a team: All tasks are performed in teams. The teams often operate independently during field campaigns. Important hereby is making decisions about the selection of sampling sites and sampling approaches.\nWritten communication skills: Results of fieldwork are presented in reports. Feedback is given on the reports and students have to revise the reports based on the comments.\nVerbal communication skills: Students have to give scientific presentations about a subject related to nutrient dynamics in aqueous environments.\nProblem-solving skills: In the field, teams often have to define a strategy for fulfilling the assigned tasks, including the identification of sampling sites and performing the sampling.\nAnalytical/quantitative skills: students have to integrate the data collected in the field and in the laboratory, in combination with knowledge from scientific literature and model calculations, in order to answer the allocated research questions.\nFlexibility/adaptability: Depending on conditions and observations during field campaigns and during laboratory work, the sampling programme or the analytical / experimental approach have to be adjusted.\nTechnical skills: students are introduced to a variety of methods to characterize the chemical and physical properties of water or sediment samples. They are introduced to methods to determine processes and fluxes in situ or in laboratory experiments.\n\nDevelopment of transferable skills\nLeadership: Students work in teams; each day someone takes the task of the team leader who takes the responsibility that the team activities are target orientated and who reports about the team activities.\nAbility to work in a team: All tasks are performed in teams. The teams often operate independently during field campaigns. Important hereby is making decisions about the selection of sampling sites and sampling approaches.\nWritten communication skills: Results of fieldwork are presented in reports. Feedback is given on the reports and students have to revise the reports based on the comments.\nVerbal communication skills: Students have to give scientific presentations about a subject related to nutrient dynamics in aqueous environments.\nProblem-solving skills: In the field, teams often have to define a strategy for fulfilling the assigned tasks, including the identification of sampling sites and performing the sampling.\nAnalytical/quantitative skills: students have to integrate the data collected in the field and in the laboratory, in combination with knowledge from scientific literature and model calculations, in order to answer the allocated research questions.\nFlexibility/adaptability: Depending on conditions and observations during field campaigns and during laboratory work, the sampling programme or the analytical / experimental approach have to be adjusted.\nTechnical skills: students are introduced to a variety of methods to characterize the chemical and physical properties of water or sediment samples. They are introduced to methods to determine processes and fluxes in situ or in laboratory experiments." . . "Presential"@en . "TRUE" . . "Other Chemistry Kas"@en . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . "Master in Earth Surface and Water"@en . . "https://www.uu.nl/en/masters/earth-surface-and-water" . "120"^^ . "Presential"@en . "The Master’s programme Earth Surface and Water involves the study of natural and human-induced physical and geochemical processes, patterns, and dynamics of the Earth’s continental and coastal systems. The main subject areas you will study during the two-year programme consist of the dynamics of coastal and river systems, (geo-)hydrological processes, groundwater remediation, land degradation in drylands and mountainous regions, natural hazards, and delta evolution on centennial and longer time scales.\n\nFocus on societal problems\nModern society puts increasing pressure on the natural environment. The Earth Surface and Water programme therefore focusses on imminent societal problems, such as society’s increased vulnerability to climate and environmental changes and to natural hazards such as drought, flood, and mass movements. It also addresses the threats and opportunities resulting from human activity on our physical environment, including the hydrological cycle.\n\nCore areas of research\nIn the Earth Surface and Water programme you will study the interactions between the natural and the socio-economic systems using quantitative and spatially explicit methods. It addresses the dynamic patterns and processes of the physical and chemical components on the Earth’s surface, shallow subsurface and the coastal areas. Understanding the historic and current processes will help to predict their responses to global change.\nThe programme contains field observations and laboratory experiments with the latest developments in remote sensing and computational methods.\n\nSome examples of the programme's societal and scientific questions:\nHow do river floods affect delta systems and their inhabitants?\nHow can we use natural processes under climate change to maintain safe - yet attractive and dynamic - coastlines?\nHow to leverage remote sensing for detailed monitoring of natural processes and ecological variables?\nWill we have enough water to sustain the world’s rapidly increasing population in 2050?\nWhat is the most efficient way to clean an oil spill that enters the soil and groundwater?"@en . . . . . "2"@en . "FALSE" . . "Master"@en . "Thesis" . "2530.00" . "Euro"@en . "23765.00" . "Recommended" . "equipped to work in both fundamental and applied research; career in applied research at government institutes, consulting firms, or industries; Knowledge of coastal and river management, land use, natural resources, pollution, and hazard mitigation; understanding the past, present, and future evolution of Earth’s environment, and human impact on this evolution; Potential career paths physical geographer, geochemist, and hydrologist."@en . "4"^^ . "TRUE" . "Downstream"@en . . . . . . . . . . . . . . . . . . . . . . . . .