Search result: Catalogue data in Spring Semester 2021
|GESS Science in Perspective |
Only the courses listed below will be recognized as "GESS Science in Perspective" courses.
Further below you will find courses under the category "Type B courses Reflections about subject specific methods and content" as well as the language courses.
During the Bachelor’s degree Students should acquire at least 6 ECTS and during the Master’s degree 2 ECTS.
Students who already took a course within their main study program are NOT allowed to take the course again.
| Type B: Reflection About Subject-Specific Methods and Contents|
Subject-specific courses: Recommended for bachelor students after their first-year examination and for all master- or doctoral students.
Students who already took a course within their main study program are NOT allowed to take the same course again.
All these courses are listed under the category “Typ A”, this means, every student can enroll in these courses.
|851-0732-03L||Intellectual Property: An Introduction |
Number of participants limited to 150
Particularly suitable for students of D-ARCH, D-BIOL, D-CHAB, D-INFK, D-ITET, D-MAVT, D- MATL, D-MTEC.
|W||2 credits||2V||S. Bechtold, R. Zingg|
|Abstract||The course introduces students to the basics of the intellectual property system and of innovation policy. Areas covered include patent, copyright, trademark, design, know-how protection, open source, and technology transfer. The course looks at Swiss, European, U.S. and international law and uses examples from a broad range of technologies. Insights can be used in academia, industry or start-ups.|
|Objective||Intellectual property issues become more and more important in our society. In order to prepare students for their future challenges in research, industry or start-ups, this course introduces them to the foundations of the intellectual property system. The course covers patent, copyright, trademark, design, know-how protection, open source, and technology transfer law. It explains links to contract, antitrust, Internet, privacy and communications law where appropriate. While the introduction to these areas of the law is designed at a general level, examples and case studies come from various jurisdictions, including Switzerland, the European Union, the United States, and international law.|
In addition, the course introduces students to the fundamentals of innovation policy. After exposing students to the economics of intellectual property protection, the course asks questions such as: Why do states grant property rights in inventions? Has the protection of intellectual property gone too far? How do advances in biotechnology and the Internet affect the intellectual property system? What is the relationship between open source, open access and intellectual property? What alternatives to intellectual property protection exist?
Knowing how the intellectual property system works and what kind of protection is available is useful for all students who are interested in working in academia, industry or in starting their own company. Exposing students to the advantages and disadvantages of the intellectual property system enables them to participate in the current policy discussions on intellectual property, innovation and technology law. The course will include practical examples and case studies as well as guest speakers from industry and private practice.
|851-0252-08L||Evidence-Based Design: Methods and Tools For Evaluating Architectural Design |
Number of participants limited to 40
Particularly suitable for students of D-ARCH
|W||3 credits||2S||M. Gath Morad, C. Hölscher, C. Veddeler|
|Abstract||The course focus is on pre-occupancy evaluation in architecture to support an evidence-based design process. Students are taught a variety of methods such as virtual reality, agent-based simulations and spatial analysis. The course is project-oriented and is open for architecture and STEM students with an interest in interdisciplinary teamwork.|
|Objective||This semester, students would focus on evaluating healthcare and office typologies from the perspective of building occupants’ and across scenarios, including routine operation and post-pandemic scenarios. Students will apply the tools learned in the course to compare building typologies, using various metrics including spatial proximity, visibility, orientation and movement. On the basis of this multi-objective evaluation, students would propose and evaluate design interventions across scenarios, identifying the Strength, Weaknesses, Opportunities and threats across the various typologies. The course is tailored for students studying for B-ARCH and M-ARCH degrees and is also suitable for students in STEM faculties. As an alternative to obtaining D-GESS credit, architecture students can obtain course credit in "Vertiefungsfach" or "Wahlfach".|
|851-0648-00L||Machine Learning for Global Development |
Number of participants limited to 24
Prerequisite: Students on BSc or MSc level who have already successfully participated in a data science and programming course.
|W||3 credits||2G||J. D. Wegner, L. Hensgen, A. Rom|
|Abstract||In this course students will learn theories of machine learning and its application to problems in the context of global development, with a focus on developing countries (e.g. predicting the risk of child labor or chances of a malaria outbreak). By the end of the course, students will be able to critically reflect upon linkages between technical innovations, culture and individual/societal needs.|
|Objective||The objective of this course is to introduce students with a non-technical background to machine learning. Emphasis is on hands-on programming and implementation of basic machine learning concepts to demystify the subject, equip participants with all necessary insights and tools to develop their own solutions, and to come up with original ideas for problems related to the context of global development. Specific importance is placed upon the reconciliation of the predictions, which have been generated by automated processes, with the realities on the ground; hence the linkage between technical and social issues. This raises questions such as “In how far can we trust an algorithm?”, “Which factors are hard to measure and therefore not integrated in the algorithm but still crucial for the result, such as cultural and social influences?”. These questions will be discussed in the interdisciplinary group, equipping students with various perspectives on this crucial and very current debate.|
|Content||This course will give an introduction to machine learning with emphasis on global development. We will discuss topics like data preprocessing, feature extraction, clustering, regression, classification and take some first steps towards modern deep learning. The course will consist of 50% lectures and 50% hands-on programming in python, where students will directly implement learned theory as a software to help solving problems in global development.|
|Prerequisites / Notice||This course will give an introduction to machine learning with emphasis on applications in global development. It will consist of 50% lectures and 50% programming exercises (in python). Teaching assistants from the EcoVision Lab will help with all programming exercises without any needs for additional funding.|
Students should bring their laptops to the exercises because we will program on laptops directly.
It is required that students enrolling in this course have successfully passed a course that deals with basic data science and are familiar with programming (preferably in Python).
|851-0174-00L||Rebooting AI: Human and Social Aspects of Artificial Intelligence |
Suitable only for MA and PhD students
|W||3 credits||2G||J. L. Gastaldi, O. Del Fabbro, A. Nardo, D. Trninic|
|Abstract||Several researchers from the humanities will propose a critical yet not partisan approach to AI, aiming at elaborating a common perspective on this phenomenon. Sessions will delve into aspects of the way in which AI challenges our understanding of the human, such as “Knowledge”, “Learning”, “Language”, “Freedom” or “Justice”.|
|Objective||During the course, students will be able to:|
-Discuss relevant aspects of the impact of AI in human and social life
-Obtain theoretical and methodological tools for critically assessing the place of technology in society
-Develop a critical understanding of the conceptual grounds of AI
-Acquire a general perspective on the different fields and points of views in the humanities
-Engage in collaborative work with researchers in the humanities
|Content||The last decades have witnessed a remarkable development in the field of Artificial Intelligence (AI). Although mainly technical feat, such advances have decisive consequences in a wide variety of aspects of human and social life. Even more, AI is challenging in multiple ways our very understanding of what is to be a human. However, despite the significance of the transformations at stake, the perspectives of the humanities -traditionally established as a valid source of critical inquiry into human matters- are generally relegated to a secondary role in the development of AI.|
In this seminar, several researchers from the humanities will propose a critical yet not partisan approach to AI, aiming at elaborating a common perspective which could be taken as a legitimate interlocutor in the debates arising around the current stakes of technology in our society. The seminar will take the form of presentations based on critical readings of chosen texts, followed by group discussions. Each session will delve into one aspect of the way in which AI challenges our understanding of the human, such as “Knowledge”, “Learning”, “Language”, “Freedom” or “Justice”, confronting how they are dealt with in state-of-the-art texts in AI and relevant works in the humanities.
We expect students from science, technology, engineering, and mathematics and other fields outside the humanities to actively contribute to a collective construction, which could lead to further collaboration within but also outside this course.
As part of the Turing Centre, this seminar intends to sow the seed of a suitable and long-term environment for the exchange of ideas between multiple fields in the natural sciences and the humanities.
The seminar will be conducted by Olivier Del Frabbro, Juan Luis Gastaldi, Aline Nardo, Vanessa Rampton and Dragan Trninic.
|Prerequisites / Notice||Suitable only for MA and PhD students|
|851-0097-00L||What Is Knowledge and Under What Conditions Are We Entitled to Claim Knowledge?||W||3 credits||2G||L. Wingert|
|Abstract||The seminar aims at a clarification of the concept of knowledge, as it is built in our experiential relations to the world. An analysis is needed of the difference between knowledge and belief, of the relation between objectivity and knowledge, and of the role of reasons for having knowledge. Additionally, the legitimacy of different types of knowledge claims should be evaluated.|
|Objective||On will able to evaluate the arguments pro and con the thesis, that knowledge is justified, true belief. Furthermore, one will gain some insights in the role of reasons for knowledge and in the merits and misgivings of a naturalistic account of knowledge. Finally, one will be a bit more familiar with some theories of philosophical epistemology (e.g. empiricism, rationalism).|
|052-0518-21L||Theory and Practice: Special Turn and Immaterial Space Joseph Beuys versus René Descartes||W||2 credits||2G||C. Posthofen, A. Brandlhuber|
|Abstract||Both the rationalism of "radical doubt" in Rene´ Descartes and the "understanding" in Beuys' sense of "standing somewhere else" have philosophical-aesthetic roots and spatial-theoretical and spatial-practical consequences. In dealing with this, the students work on their own position on spatial theory, whereby material and immaterial spatial aspects play a role.|
|Objective||The students gain insight into the spectrum of epistemological and perceptual theories, learn to read them and analyze and critique their respective requirements. From this work an object relationship model is developing in progress, which serves self-examination in the design process as well as the evaluation of architectural situations in general and in particular. The writing of "scientific diaries" in which the contents of the colloquium are combined with the everyday experience of the students in free form, trains the concentrated result-oriented thinking in general, as well as in architectural situations. The special form of the writing of the "cientific diary" leads abstract theory together with the experience of the students and make the knowledge cratively available in their own way.|
|Content||Special turn and immaterial space. Joseph Beuys “how I explain art to the dead rabbit” versus Rene ‘Descartes“ I think therefore I am ”. Reflections and exercises on the aesthetics of the room.|
Both the rationalism of "radical doubt" in Rene 'Descartes, as
also about "understanding" in the Beuysian sense of "standing somewhere else" have philosophical-aesthetic roots and spatial theory and practical consequences. In dispute a.o. with these opposing positions, the seminar participants worked on one own spatial theory position. Both material and intangible spatial aspects play a role.
|Lecture notes||Hand out at the first meeting.|
|Literature||Rene’Descartes, Meditations, Felix Meiner Verlag, Hamburg 2009; Volker Harland, What is Art? Workshop talk with Beuys, Urachhaus Verlag,|
Stuttgart 2001; Harlan, Rappmann, Schata, Soziale Plastik - Material zu Joseph Beuys, Achberger Verlag, Achberg 1984.
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