Search result: Catalogue data in Autumn Semester 2016

Number	Title	Type	ECTS	Hours	Lecturers
GESS Science in Perspective Only the topics listed in this paragraph can be chosen as GESS Science in Perspective. Further below you will find the "type B courses Reflections about subject specific methods and content" as well as the language courses. 6 ECTS need to be acquired during the BA and 2 ECTS during the MA 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 doctoral, master and bachelor students (after first-year examination only). Students who already took a course within their main study program are NOT allowed to take the course again. These course units are also listed under "Type A", which basically means all students can enroll
D-BIOL
851-0180-00L	Research Ethics Particularly suitable for students of D-BIOL, D-CHAB, D-HEST	W	2 credits	2G	G. Achermann
Abstract	This course has its focus on the responsible conduct of research (RCR) and the ethical dimensions of the biological and biomedical sciences.
Learning objective	The main goal of this course is to enhance the student's ability to: - recognize and identify ethical issues and conflicts, - analyze and develop well-reasoned responses to the kinds of ethical problems a scientist is likely to encounter. Additionally, students will become familiar with regulations and ethical guidelines relevant for their research field on the international, governmental, institutional and professional level. To achieve these objectives, teaching methods will include lectures, discussions, case study work (alone and in groups), moral games, paper work and exercises.
Content	I. Ethics & the Process of Ethical Inquiry --------------------------------------- Introduction in Ethics and Research Ethics - What is ethics? What ethics is not...; - Awareness: what constitutes an ethical question? Distinguishing ethical questions from other kinds of questions; Science & ethics: a comparison; - The ethics movement in the biological and health sciences; - What is research ethics and why is it important? - Values (personal, cultural & ethical) in science & principles for ethical conduct in research; - Professional codes of conduct: functions and limitations Ethical approaches in the conduct of research (Normative Ethics) - Overview over 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 and its consequences; - The concept of dignity Moral reasoning I: Arguments - Why arguments? What is a good argument? The structure of (moral) arguments; - Deductive and inductive arguments; Validity and soundness; - Assessing moral arguments Moral reasoning II: 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? II. Research Ethics / Responsible Conduct of Research (RCR) ---------------------------------------------------------- Integrity in Research & Research Misconduct - What is "integrity" in scientific research? What is research misconduct (falsification, fabrication, plagiarism - FFP) and questionable research practices (QRP)? - Factors leading to misconduct; Procedure for responding to allegations of research misconduct; - The confidant of ETH Zurich Data Management - Data collection and recordkeeping; Analysis and selection of data; - Ownership of data; retention and sharing of data; - Falsification and fabrication of data Research involving animals - The moral status of animals; Ethical approaches to animal experimentation: Animal welfare (Peter Singer) and Animal rights (Tom Regan); - The 3 R's (replacement, reduction, refinement); - Ethical assessment of conflicting issues in animal experimentation; - The dignity of animals in the Swiss constitution; Research involving human subjects - History & guidelines (Nuremberg Code; Declaration of Helsinki; Belmont Report; International Ethical Guidelines for Biomedical Research Involving Human Subjects (CIOMS Guidelines); Convention on Human Rights and Biomedicine (Oviedo Convention); - Informed consent; confidentiality and anonymity; research risks and benefits; vulnerable subjects; - Clinical trials; - Biobanks - Ethics Committees / Institutional Review Boards (IRB) Authorship & Peer review - Criteria for authorship; - Plagiarism; - Challenges to openness and freedom in scientific publication; - Open access - Peer review Social responsibility - What is social responsibility? Social responsibility: whose obligation? - Public advocacy by researchers
Lecture notes	Course material (handouts, case studies, exercises, surveys and papers) will be available during the lectures and on the course homepage.
Literature	Recommended literature: - Bulger R.E., Heitman E. & Reiser S.J. (2002) "The Ethical Dimensions of the Biological and Health Sciences" 2nd ed., Cambridge University Press - Shamoo A.E. & Resnik D.B. (2003) "Responsible Conduct of Research", New York, Oxford University Press - "On Being a Scientist. Responsible Conduct in Research (2009)" 3rd ed., http://www.nap.edu/catalog.php?record_id=12192; - "Introduction to the Responsible Conduct of Research" (http://ori.dhhs.gov/education/products/RCRintro/) Detailed literature lists for the different topics of the course will be provided in the script/handout or on the course work space.
851-0144-19L	Philosophy of Time Does not take place this semester. Particularly suitable for students of D-BIOL, D-INFK, D-MATH, D-PHYS	W	3 credits	2V	N. Sieroka
Abstract	This course provides an introduction to philosophical issues surrounding the concept of time. We will treat topics such as: the existence of past, present, and future; the possibility of time travel; the constitution of time consciousness and its possible neurophysiological counterparts; temporal biases in the conduct of our lives; responsibility to future and past generations.
Learning objective	By the end of the course students are able to describe and compare different theories and concepts of time (physical time, perceptual time, historical time ...). They are able to identify and examine issues concerning time as they occur in various philosophical subdisciplines - especially in philosophy of science, philosophy of mind, metaphysics, and ethics. Students are in a position to critically discuss and evaluate the repercussions of these issues in broader scientific and social contexts. Part of the course reflects on methods and contents from physics, neuroscience/cognitive science, and logic.
851-0101-53L	Collections in Context: What Do Historians and Scientists Learn from Butterflies, Stones, and Bones? Particularly suitable for students of D-BIOL, D-BSSE, D-USYS	W	3 credits	2S	B. Schär, M. Greeff
Abstract	Zurich holds huge scientific collections. They contain objects from around the world, some of them dating back to the 18th century. This interdisciplinary seminar combines perspectives from the history of science and from current scientific disciplines. What do these objects tell us about Zurich's place in the global history of science? What potentials do old collections hold for scientists today?
Learning objective	The aim of this seminar is threefold: Firstly, students will become familiarised with historiographical approaches to scientific collections. Among them are constructivist approaches that seek to understand scientific knowledge not primarily as a system of objective truths, but rather as an outcome of human 'constructions'. Other approaches deal with the problem of how scientific objects are related to systems of power and oppression, namely in the case of objects collected during the time of european colonialism overseas. Secondly, students will become familiarized with how old collections can yeald new insights for current scientists working, e.g., on questions of ecology. Thirdly, the seminar shall serve as a plattform to discuss ways of dialogue and possible collaboration between these different approaches. Students will be expected to read theoretical texts and case studies during semester, participate in discussions with external experts (historians, curators, and scientists), and to write a summarizing essay at the end of the term.

Page 1 of 1