Suchergebnis: Katalogdaten im Herbstsemester 2017

GESS Wissenschaft im Kontext (Science in Perspective) Information
Nur die in diesem Abschnitt aufgelisteten Fächer können als "GESS Wissenschaft im Kontext" angerechnet werden.
Weiter unten finden Sie die Kurse im Bereich "Typ B. Reflexion über fachspezifische Methoden und Inhalte" sowie den Bereich "Sprachkurse"

Im Bachelorstudium sind 6 KP und im Masterstudium 2 KP zu erwerben.

Studierende, die eine Lerneinheit bereits im Rahmen ihres Fachstudiums abgelegt haben, dürfen dieselbe Veranstaltung NICHT nochmals belegen!
Typ B: Reflexion über fachspezifische Methoden und Inhalte
Fachspezifische Lerneinheiten. Empfohlen für Studierende ab der Basisprüfung im Bachelor- oder für Studierende im Master- oder Promotionsstudium.

Studierende, die eine Lerneinheit bereits im Rahmen ihres Fachstudiums abgelegt haben, dürfen dieselbe Veranstaltung NICHT nochmals belegen!

Diese Lerneinheiten sind alle auch unter "Typ A" aufgelistet, d.h. sie sind grundsätzlich für alle Studierenden belegbar.
D-HEST
NummerTitelTypECTSUmfangDozierende
851-0125-51LTechnikphilosophie: Mensch und Maschine
Findet dieses Semester nicht statt.
Besonders geeignet für Studierende D-CHAB, D-HEST, D-MAVT, D-MATL
W3 KP2GM. Hampe
KurzbeschreibungDie Veranstaltung gibt einen einen Überblick über die unterschiedlichen Mensch-Maschine-Verhältnisse seit dem 16. Jahrhundert. Dabei werden verschiedene Maschinenmodelle eine Rolle spielen: das Uhrwerk, die Dampfmaschine und der Computer.
LernzielMaschinenmodelle waren einerseits von heuristischem Wert in der Erforschung des Menschen (bspw. bei der Entdeckung des Blutkreislaufs durch Harvey im 17. oder in der Erforschung des Gehirns im 20. Jahrhundert). Andererseits wurden sie immer wieder - teilweise polemisch - kritisiert, weil sie angeblich dem Menschen nicht gerecht werden. Studierende sollen einen Überblick über die verwobene Anthropologie- und Technikgeschichte erwerben und lernen, kritische philosophische Argumente, die sich mit der Maschinenmetaphorik verbunden haben, zu beurteilen.
851-0180-00LResearch Ethics Belegung eingeschränkt - Details anzeigen
Number of participants limited to 40

Particularly suitable for students of D-BIOL, D-CHAB, D-HEST
W2 KP2GG. Achermann
KurzbeschreibungThis course enables students to:
• Identify and describe leading approaches to and key questions and concepts of research ethics;
• Identify, construct and evaluate moral arguments;
• Make well-reasoned decisions to ethical problems a scientist is likely to encounter;
• Analyze the theoretical foundations and disputes underlying contemporary debates on moral issues in research.
LernzielParticipants of the course Research Ethics will
• Develop an understanding of the role of certain moral concepts, principles and normative theories related to scientific research;
• Improve their moral reasoning skills (such as identifying and evaluating reasons, conclusions, assumptions, analogies, concepts and principles), and their ability to use these skills in assessing other people’s arguments, making decisions and constructing their own reasoning to the kinds of ethical problems a scientist is likely to encounter;
• Deepen their understanding of the debates on certain central moral issues in research, e.g. the use of animals in biomedical research.
InhaltI. Introduction to Moral Reasoning
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1. Ethics - the basics
- What is ethics? What ethics is not...
- Identification of moral issues (awareness): what constitutes an ethical question? Distinguishing ethical questions from other kinds of questions;
- Values (personal, cultural & ethical) & principles for ethical conduct in research;
- Descriptive and prescriptive ethics
- Ethical universalism, ethical relativism and cultural relativism
- What is research ethics and why is it important?
- Professional codes of conduct: functions and limitations

2. Normative Ethics
- Overview on important theories for research ethics: virtue theories, duty-based theories (rights theory, categorical imperative, prima facie duties), consequentialist theories, other theories;
- The plurality of ethical theories, moral pluralism and its consequences;

3. Moral reasoning I: Decision-making
- How (not) to approach ethical issues...; Is there a correct method for answering moral questions?
- Models of method in Applied Ethics: a) Top-down approaches; b) the reflective equilibrium; c) a bottom-up approach: casuistry (or reasoning-by-analogy);
- Is there a right answer?

4. Moral reasoning II: Arguments
- Why arguments? What is a good argument? The structure of (moral) arguments;
- Deductive and inductive arguments; Validity and soundness; strength and cogency;
- Assessing moral arguments

II. Research Ethics
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1. Research involving animals
- The moral status of animals: moral considerability, moral significance; morally relevant features;
- Representative views on the moral status of animals and resulting standpoints on the use of animals in biomedical research
- The 3 R's (replacement, reduction, refinement);
- Public policy in the context of moral disagreement
- The concept of dignity and the dignity of living beings in the Swiss constitution;
- The weighing/evaluation of interests: the procedure and criticism, the value of basic research and related problems in the weighing of interests;

2. Research involving human subjects
- History of research involving human subjects
- Basic ethical principles – the Belmont report
- Selection of study participants. The concept of vulnerability
- Assessment of risks and benefits of a research project
- Research ethics committees
- Information and consent; confidentiality and anonymity;
- Research projects involving biological material and health related data

3. Social responsibility
- What is social responsibility? Social responsibility: whose obligation?
- Public advocacy by researchers
SkriptCourse material (handouts, case studies, exercises, surveys and papers) will be available during the lectures and on the course homepage.
Voraussetzungen / BesonderesWhat are the requirements?
First and foremost your strong willingness to seriously achieve the main learning outcomes as indicated in the Course Catalogue (specific learning outcomes for each module will be provided at the beginning of the course). For successfully completing the course Research Ethics, the following commitment is absolutely necessary (but not sufficient) (observed success factors for many years!):
1. Your regular presence is absolutely required (so please no double, parallel enrollment for courses taking place at the identical time!) connected with your active participation during class, e.g. taking notes, contributing to discussions (in group as well as in plenary class), solving exercises.
2. Having the willingness and availability of the necessary time for regularly preparing the class (at least 1 hour per week, probably even more…). This includes e.g. the solving of exercises, the reading of ethics papers, and – of course – the preparation for the performance assessment during the semester.
3. Availability for writing the Performance assessment in the first part of the semester as well as the end-of-semester exam (the dates will be communicated in the first week of the semester).

Please carefully evaluate your situation for the autumn semester 2017 in respect of the necessary commitments.
363-1027-00LIntroduction to Health Economics and PolicyW3 KP2VW. Mimra
KurzbeschreibungHealth expenditures constitute about 10% of GDP in OECD countries. Extensive government intervention is a typical feature in health markets. Risk factors to health have been changing with growing importance of lifestyle factors such as smoking, obesity and lack of physical activity. This course gives an introduction to the economic concepts and empirical findings in health economics.
LernzielIntroduce students without prior economics background to the main concepts of health economics and policy to enhance students understanding of how health care institutions and markets function.
InhaltThe course gives an introduction to the economic concepts and empirical findings in health economics to enhance students understanding of how health care institutions and markets function. First, the three important decisions made by individuals will be analyzed: What determines the health behaviors, like the intensity of preventive measures like sport, that an individual undertakes? What types and amount of personal health care services does an individual demand? How much health insurance coverage will be purchased?
In a second part, the major participants on the supply side of health care markets - physicians, hospitals, nurses and pharmaceutical manufacturers - will be discussed. E.g., how important are financial incentives in the choice of medicine as a career, specialty choice and practice location? What does it mean and imply that a physician is an agent for a patient? How do pharmaceutical firms decide on investments in new products and how can public policy encourage pharmaceutical innovation?
The choices made by societies about how health care services are financed and about the types of organizations that supply health care will be addressed in a third part. One important choice is whether a country will rely on public financing of personal health care services or encourage private health insurance markets. How could and should a public health insurance system be designed? What health care services should be included or excluded from a public system? Another important choice is whether a society relies on government provision of health care services, private provision by not-for-profit or for-profit organizations or some combination. The advantages and disadvantages of the alternatives will be discussed to provide a framework for analyzing specific types of health care systems.
LiteraturJay Bhattacharya, Timothy Hyde, Peter Tu, "Health Economics", Palgrave Macmillan.
Frank A. Sloan and Chee-Ruey Hsieh, "Health Economics", MIT Press.
860-0006-00LApplied Statistics and Policy Evaluation Belegung eingeschränkt - Details anzeigen
Number of participants limited to 20.

Science, Technology, and Policy MAS and MSc as well as MAS in Development and Cooperation have priority.
W3 KP3GI. Günther, K. Harttgen
KurzbeschreibungThis course introduces students to key statistical methods for analyzing social science data with a special emphasis on causal inference and policy evaluation. Students learn to choose appropriate analysis strategies for particular research questions and to perform statistical analyses with the statistical Software Stata.
LernzielStudents
- have a sound understanding of linear and logit regression
- know strategies to test causal hypotheses using regression analysis and/or experimental methods
- are able to formulate and implement a regression model for a particular policy question and a particular type of data
- are able to critically interpret results of applied statistics, in particular, regarding causal inference
- are able to critically read and assess published studies on policy evaluation
- are able to use the statistical software STATA for data analysis
InhaltThe topics covered in the first part of the course are a revision of basic statistics and linear and logit regression analysis. The second part of the course focuses on causal inference and introduces methods such as panel data analysis, difference-in-difference methods, instrumental variable estimation, regression discontinuity design, and randomized controlled trials used for policy evaluation. The course shows how the various methods differ in terms of the required identifying assumptions to infer causality as well as the data needs.
Students will apply the methods from the lectures by solving weekly assignments using statistical software and data sets provided by the instructors. These data sets will cover topics at the interface of policy, technology and society. Solving the assignments contributes to the final grade with a weight of 30%.
851-0594-04LOne Study, Two Paths: The Dual-Use Dilemma in the Life Sciences Belegung eingeschränkt - Details anzeigen
Maximale Teilnehmerzahl: 26

Besonders geeignet für Studierende D-BIOL, D-CHAB, D-HEST ab dem 3. Bachelorjahr
W3 KP2SC. Otto, O. Thränert
KurzbeschreibungResearch and technologies emerging from the life sciences bring beneficial aspects to our society but also unforeseeable risks regarding the biosafety and biosecurity. In this course, students will learn about the advances in science and technology and their implications for society and international treaties (BWC or CWC) and their social, ethical and legal responsibilities as life scientists.
LernzielThe rapid developments in the life- and associated sciences have the potential to yield enormous benefits to our society. However, those new and emerging technologies additionally bring along predictable and unforeseeable risks for the biosafety and biosecurity areas. The ability of life and associated scientist professionals to critically assess their own research is a crucial aspect to maintain research integrity against the background of novel security concerns arising from the speed of advancements in this scientific field. In this course, students will learn more about their social, ethical and legal responsibilities as life scientists. With a combination of lectures and a team-based learning model, we want to raise the awareness of researchers towards biosecurity and biosafety risks emerging from research in the life sciences and generate a basic understanding about what scientists can do to minimize a potential misuse in highest-risk research (=“dual use research of concern”). During short lectures, partly prepared by the students themselves, the students will learn about the threat of biological warfare, biological terrorism and the international prohibition regimes; the dual-use dilemma and social responsibilities of scientists; the national implementation of the biological and toxins weapons convention and about efforts to build the web of prevention against misuse of life sciences. To get a better understanding of real world applications of biosecurity and biosafety measures in the scientific and policy communities and to foster future collaborations between these fields we will invite guest speakers actively engaged in scientific research from university and industry, and from the policy world.
851-0125-71LWer ist für was verantwortlich? Aspekte individueller und kollektiver Verantwortung
Besonders geeignet für Studierende D-ARCH, D-BAUG, D-HEST, D-MTEC, D-USYS
W3 KP2GL. Wingert
KurzbeschreibungVerantwortung ist ein Schlüsselbegriff in der westlichen Alltagsmoral. Oft wird die Verantwortung des Einzelnen betont. Andererseits wird auf die Grenzen der individuellen Verantwortung hingewiesen, z.B. für einen für das Abschmelzen der Polkappen, für ungerechte Verhältnisse. Für was ist der Einzelne, für was sind wir zusammen verantwortlich? Und können Roboter Verantwortung tragen?
Lernziel1. Es soll geklärt werden, was es heißt, dass jemand für sein Handeln, für die Folgen seines Tuns und für gesellschaftliche Verhältnisse verantwortlich ist.

2. In der Sozialphilosophie gibt es die Auffassung, dass nur individuelle Personen und nicht Firmen oder Institutionen oder Staaten Verantwortung tragen können. Die Studenten sollen die Stärken und Schwächen dieser Auffassung des methodologischen Individualismus einschätzen können.

3. Es sollen unterschiedliche ethische (normative) Antworten auf die Frage geprüft werden: Was heißt kollektive und individuelle Verantwortung in Wirtschaftsunternehmen, als Wissenschafter und als politischer Bürger?

Das Thema des Kurses steht in Verbindung zu schwierigen, aktuellen gesellschaftlichen Problemen: Wie sehr sind Individuen, z.B. als Konsumenten, und Staaten für wirtschaftliches Elend verantwortlich und was heißt Verantwortung in der Flüchtlingskrise Europas? - Wie sehr sind Individuen und Kollektive für ökologische Probleme, z.B.für den Klimawandel verantwortlich?
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