Suchergebnis: Katalogdaten im Herbstsemester 2023
Gesundheitswissenschaften und Technologie Master  | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
 Vertiefung in Bewegungswissenschaften und Sport | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| Nummer | Titel | Typ | ECTS | Umfang | Dozierende | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 376-0300-00L | Translational Science for Health and Medicine  | O | 3 KP | 2G | J. Goldhahn, M. Kalousek, D. Schaffarczyk | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Translational science is a cross disciplinary scientific research that is motivated by the need for practical applications that help people (e.g. Drugs or Devices). The course should help to clarify basics of translational science, illustrate successful applications and should enable students to integrate key features into their future projects. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | After completing this course, students will be able to understand: Key steps of drug and device development and their interdependencies. Project management, communication & funding options. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | What is translational science and what is it not? How to identify unmet medical need? - Disease concepts and their translation into patient benefit - Basics about incidence, prevalence etc., and orphan indications -How to project potential patient (and commercial) value of projects in order to obtain funding Key steps of the Drug (and Device) development process -Disease Biology and mechanism of action -Drug design -Drug formulation -Toxicology -Pharmacokinetics & pharmacodynamics -Translational medicine -Clinical trials -Regulatory requirements -Patenting -Market access -How are these steps connected and impacting each other? How independent is translational science? - Academic boundary conditions vs. industrial influences - Sources for project funding Positive and negative examples will be illustrated by distinguished guest speakers. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 376-0302-01L | GCP Basic Course (Modules 1 and 2) | O | 1 KP | 1G | G. Senti, C. Fila, R. Grossmann | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | The basic course in "Good Clinical Practice" (GCP) contains of two full-time training days (Module 1 and Module 2) and addresses elementary aspects for the appropriate conduct of clinical trials and non-clinical research projects involving human beings. Successful participation will be confirmed by a certificate that is recognized by the Swiss authorities. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Students will get familiar with: - Key Ethics documents - (Inter)national Guidelines and Laws (e.g. ICH-GCP, DIN EN ISO 14155, TPA, HRA) - Sequence of research projects and project-involved parties - Planning of research projects (statistics, resources, study design, set-up of the study protocol) - Approval of research projects by Authorities (SwissEthics, Swissmedic, FOPH) - Roles and responsibilities of project-involved parties Students will learn how to: - Classify research projects according the risk-based approach of the HRA - Write a study protocol - Inform participating patients/study subjects - Obtain consent by participating patients/study subjects - Classify, document and report Adverse Events - Handle projects with biological material from humans and/or health- related personal data | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | Module 1: Research and Research Ethics, Guidelines, (inter)national Legislation, Development of therapeutic products, Methodology (Study Design), Study documents (Study protocol, Investigator's Brochure, Patient Information Leaflet, Informed Consent Form) Module 2: Roles and Responsibilities, Approval procedures, Notification and Reporting, Study documentation, Research with biological material and health-related data, data protection, data retention | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Wahlfächer | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Wahlfächer I | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Nummer | Titel | Typ | ECTS | Umfang | Dozierende | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 376-0221-00L | Methods and Concepts in Human Systems Neuroscience and Motor Control Findet dieses Semester nicht statt. | W | 4 KP | 3P | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | This course provides hands-on experience with measurement and analysis methods relevant for Humans Systems Neuroscience and Motor control (nerve/brain stimulation, EMG, EEG, psycho-physical paradigms etc). Students read scientific material, set up experiments, perform measurements in the lab, analyse data, apply statistics and write short reports or essays. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | This course will prepare students for experimental work as it is typically done during the master thesis. The goal is to gain hands-on experience with measurement and analysis methods relevant for Humans Systems Neuroscience and Motor control (ifor example peripheral nerve stimulation, electrical and magnetic brain stimulation, EMG, EEG, psycho-physical paradigms etc). Students will learn how to perform small scientific projects in this area. Students will work individually or in small groups and solve scientific problems which require them to perform measurements in human participants, extract relevant readouts from the data, apply appropriate statistics and interpret the results. They will also be required to write small essays and reports and they will get feedback on their writing throughout the course. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | Students are required to have successfully completed the course "Neural control of movement and motor learning" and to have basic knowledge of applied statistics. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 376-0223-00L | Advanced Topics in Exercise Physiology | W | 4 KP | 2S | C. Spengler, G. D'Hulst, F. Gabe Beltrami | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | In this course, students read, present and discuss seminal publications in the area of exercise physiology. The focus lies on critical analysis of scientific content, conceptual as well as ethical aspects of publications. Students are trained in the most common scientific presentation techniques such as oral and poster presentations. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Students gain further knowledge and a deeper understanding of concepts in exercise physiology. Emphasis is put on critical analysis and discussion of scientific publications as well as on improving scientific presentation skills. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | About two third of the semester will be spent discussing structure and content of 2-3 scientific papers per double-lecture. This includes a student presenting the paper orally first, followed by the group discussion. Each student will also prepare and present a poster on a self-selected, scientific publication, participate in a poster discussion session and lead another discussion session as a facilitator. Student groups will prepare a scientific study design to a given, applied exercise physiology question. Furthermore, students will compare an article published in the lay press to the scientific publication the article is based on. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | Material will be provided in moodle. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | Vorlesung Sportphysiologie erfolgreich abgeschlossen. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 376-0225-00L | Physical Activities and Health | W | 3 KP | 2V | R. Knols, E. de Bruin, weitere Referent/innen | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | This course introduces/explores the complex relationship between physical activity, sedentary behavior and health. It will discuss the evolution of current physical activity recommendations. It will examine the current evidence base that has informed physical activity recommendations and that identified physical activity as a key modifiable lifestyle behavior contributing to disease and mortality. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | On completion of this course students will be able to demonstrate: 1. knowledge of and critical awareness of the role of physical activity and sedentary behavior in the maintenance of health and the aetiology, prevention and treatment of disease. 2. thorough knowledge and critical awareness of current recommendations for physical activity, and current prevalence and trends of physical activity and associated diseases 3. awareness of current national and international physical activity policies and how these impact on global challenges | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | Introduction to Physical Activity for Health, including sedentary behavior Physical activity epidemiology; concepts principles and approaches Physical activity and all cause morbidity and mortality Physical activity and chronic disease; Coronary heart disease, diabetes, bone health, cancer and obesity Physical activity and brain health Physical activity and sedentary behavior recommendations Population prevalence of physical activity and sedentary behavior Physical activity policies Physical activity assessment | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | Core texts for this course are: Hardman, A. and Stensel, D. Physical activity and health : the evidence explained. 2nd edition. (2009) UK, Routledge. Bouchard, C., Blair, S. N., & Haskell, W. L. (Eds.). (2012). Physical activity and health. Champaign, IL: Human Kinetics. Selective journal articles from relevant journals such as Journal of Physical Activity and Health and Journal of Aging and Physical Activity | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | From the BSc-course the following book is recommended: 'Essentials of strength training and conditioning' T. Baechle, R. Earle (3rd Edition) | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 376-1651-00L | Clinical and Movement Biomechanics | W | 4 KP | 3G | N. Singh, S. H. Hosseini Nasab, R. List, D. K. Ravi, P. Schütz | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Measurement and modeling of the human movement during daily activities and in a clinical environment. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | The students are able to analyse the human movement from a technical point of view, to process the data and perform modeling with a focus towards clinical application. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | This course includes study design, measurement techniques, clinical testing, accessing movement data and anysis as well as modeling with regards to human movement. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 752-6101-00L | Dietary Etiologies of Chronic Disease | W | 3 KP | 2V | F. von Meyenn, M. Andersson | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | To have the student gain understanding of the links between the diet and the etiology and progression of chronic diseases, including diabetes, gastrointestinal diseases, kidney disease, cardiovascular disease, arthritis and food allergies. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | To examine and understand the protective effect of foods and food ingredients in the maintenance of health and the prevention of chronic disease, as well as the progression of complications of the chronic diseases. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | The course evaluates food and food ingredients in relation to primary and secondary prevention of chronic diseases including diabetes, gastrointestinal diseases, kidney disease, cardiovascular disease, arthritis and food allergies. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | There is no script. Powerpoint presentations will be made available on-line to students. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | To be provided by the individual lecturers, at their discretion. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | No compulsory prerequisites, but prior completion of the courses "Introduction to Nutritional Science" and "Advanced Topics in Nutritional Science" is strongly advised. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Wahlfächer II | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Nummer | Titel | Typ | ECTS | Umfang | Dozierende | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 227-0385-10L | Biomedical Imaging | W | 6 KP | 5G | S. Kozerke, K. P. Prüssmann | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Introduction to diagnostic medical imaging based on electromagnetic and acoustic fields including X-ray planar and tomographic imaging, radio-tracer based nuclear imaging techniques, magnetic resonance imaging and ultrasound-based procedures. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Upon completion of the course students are able to: • Explain the physical and mathematical foundations of diagnostic medical imaging systems • Characterize system performance based on signal-to-noise ratio, contrast-to-noise ratio and transfer function • Design a basic diagnostic imaging system chain including data acquisition and data reconstruction • Identify advantages and limitations of different imaging methods in relation to medical diagnostic applications | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | • Introduction (intro, overview, history) • Signal theory and processing (foundations, transforms, filtering, signal-to-noise ratio) • X-rays (production, tissue interaction, contrast, modular transfer function) • X-rays (resolution, detection, digital subtraction angiography, Radon transform) • X-rays (filtered back-projection, spiral computed tomography, image quality, dose) • Nuclear imaging (radioactive tracer, collimation, point spread function, SPECT/PET) • Nuclear imaging (detection principles, image reconstruction, kinetic modelling) • Magnetic Resonance (magnetic moment, spin transitions, excitation, relaxation, detection) • Magnetic Resonance (plane wave encoding, Fourier reconstruction, pulse sequences) • Magnetic Resonance (contrast mechanisms, gradient- and spin-echo, applications) • Ultrasound (mechanical wave generation, propagation in tissue, reflection, transmission) • Ultrasound (spatial and temporal resolution, phased arrays) • Ultrasound (Doppler shift, implementations, applications) • Summary, example exam questions | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | Lecture notes and handouts | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | Webb A, Smith N.B. Introduction to Medical Imaging: Physics, Engineering and Clinical Applications; Cambridge University Press 2011 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | Analysis, Linear algebra, Physics, Basics of signal theory, Basic skills in Matlab/Python programming | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kompetenzen |
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| 227-0386-00L | Biomedical Engineering | W | 4 KP | 3G | J. Vörös, S. J. Ferguson, S. Kozerke, M. P. Wolf, M. Zenobi-Wong | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Introduction into selected topics of biomedical engineering as well as their relationship with physics and physiology. The focus is on learning the basic vocabulary of biomedical engineering and getting familiar with concepts that govern common medical instruments and the most important organs from an engineering point of view. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Introduction into selected topics of biomedical engineering as well as their relationship with physics and physiology. The course provides an overview of the various topics of the different tracks of the biomedical engineering master course and helps orienting the students in selecting their specialized classes and project locations. It also serves as an introduction to the field for students of the ITET, MAVT, HEST and other bachelor programs. In addition, the most recent achievements and trends of the field of biomedical engineering are also outlined. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | History of BME and the role of biomedical engineers. Ethical issues related to BME. Biomedical sensors both wearable and also biochemical sensors. Bioelectronics: Nernst equation, Donnan equilibrium, equivalent circuits of biological membranes and bioelectronic devices. Bioinformatics: genomic and proteomic tools, databases and basic calculations. Equations describing basic reactions and enzyme kinetics. Medical optics: Optical components and systems used in hospitals. Basic concepts of tissue engineering and organ printing. Biomaterials and their medical applications. Function of the heart and the circulatory system. Transport and exchange of substances in the human body, compartment modeling. The respiratory system. Bioimaging. Orthopedic biomechanics. Lectures (2h), discussion of practical exercises (1h) and homework exercises. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | Introduction to Biomedical Engineering by Enderle, Banchard, and Bronzino AND moodle page of the course | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | No specific requirements, BUT ITET, MAVT, PHYS students will have to learn a lot of new words related to biochemistry, biology and medicine, while HEST and BIOL students will have to grasp basic engineering concepts (circuits, equations, etc.). | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kompetenzen |
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| 227-0447-00L | Image Analysis and Computer Vision | W | 6 KP | 3V + 1U | E. Konukoglu, E. Erdil, F. Yu | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Light and perception. Digital image formation. Image enhancement and feature extraction. Unitary transformations. Color and texture. Image segmentation. Motion extraction and tracking. 3D data extraction. Invariant features. Specific object recognition and object class recognition. Deep learning and Convolutional Neural Networks. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Overview of the most important concepts of image formation, perception and analysis, and Computer Vision. Gaining own experience through practical computer and programming exercises. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | This course aims at offering a self-contained account of computer vision and its underlying concepts, including the recent use of deep learning. The first part starts with an overview of existing and emerging applications that need computer vision. It shows that the realm of image processing is no longer restricted to the factory floor, but is entering several fields of our daily life. First the interaction of light with matter is considered. The most important hardware components such as cameras and illumination sources are also discussed. The course then turns to image discretization, necessary to process images by computer. The next part describes necessary pre-processing steps, that enhance image quality and/or detect specific features. Linear and non-linear filters are introduced for that purpose. The course will continue by analyzing procedures allowing to extract additional types of basic information from multiple images, with motion and 3D shape as two important examples. Finally, approaches for the recognition of specific objects as well as object classes will be discussed and analyzed. A major part at the end is devoted to deep learning and AI-based approaches to image analysis. Its main focus is on object recognition, but also other examples of image processing using deep neural nets are given. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | Course material Script, computer demonstrations, exercises and problem solutions | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | Prerequisites: Basic concepts of mathematical analysis and linear algebra. The computer exercises are based on Python and Linux. The course language is English. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 327-2125-00L | Microscopy Training SEM I - Introduction to SEM The number of participants is limited. In case of overbooking, the course will be repeated once. All registrations will be recorded on the waiting list. For PhD students, postdocs and others, a fee will be charged (https://scopem.ethz.ch/education/MTP.html). All applicants must additionally register on this form: Link The selected applicants will be contacted and asked for confirmation a few weeks before the course date. | W | 2 KP | 3P | P. Zeng, A. G. Bittermann, S. Gerstl, L. Grafulha Morales, K. Kunze, F. Lucas, J. Reuteler | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | This introductory course on Scanning Electron Microscopy (SEM) emphasizes hands-on learning. Using ScopeM SEMs, students have the opportunity to study their own samples (or samples provided) and solve practical problems by applying knowledge acquired during the lectures. At the end of the course, students will be able to apply SEM for their (future) research projects. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | - Set-up, align and operate a SEM successfully and safely. - Understand important operational parameters of SEM and optimize microscope performance. - Explain different signals in SEM and obtain secondary electron (SE) and backscatter electron (BSE) images. - Operate the SEM in low-vacuum mode. - Make use of EDX for semi-quantitative elemental analysis. - Prepare samples with different techniques and equipment for imaging and analysis by SEM. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | During the course, students learn through lectures, demonstrations, and hands-on sessions how to setup and operate SEM instruments, including low-vacuum and low-voltage applications. This course gives basic skills for students new to SEM. At the end of the course, students are able to align an SEM, to obtain secondary electron (SE) and backscatter electron (BSE) images and to perform energy dispersive X-ray spectroscopy (EDX) semi-quantitative analysis. Emphasis is put on procedures to optimize SEM parameters in order to best solve practical problems and deal with a wide range of materials. Lectures: - Introduction on Electron Microscopy and instrumentation - electron sources, electron lenses and probe formation - beam/specimen interaction, image formation, image contrast and imaging modes. - sample preparation techniques for EM - X-ray micro-analysis (theory and detection), qualitative and semi-quantitative EDX and point analysis, linescan and spectral mapping Practicals: - Brief description and demonstration of the SEM microscope - Practice on image formation, image contrast (and image processing) - Student participation on sample preparation techniques - Scanning Electron Microscopy lab exercises: setup and operate the instrument under various imaging modalities - Practice on real-world samples and report results | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | Lecture notes will be distributed. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | - Peter Goodhew, John Humphreys, Richard Beanland: Electron Microscopy and Analysis, 3rd ed., CRC Press, 2000 - Joseph Goldstein, et al, Scanning Electron Microscopy and X-Ray Microanalysis, 4th ed, Srpinger US, 2018 - Egerton: Physical Principles of Electron Microscopy: an introduction to TEM, SEM and AEM, Springer Verlag, 2007 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | No mandatory prerequisites. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 327-2126-00L | Microscopy Training TEM I - Introduction to TEM The number of participants is limited. In case of overbooking, the course will be repeated once. All registrations will be recorded on the waiting list. For PhD students, postdocs and others, a fee will be charged (https://scopem.ethz.ch/education/MTP.html). All applicants must additionally register on this form: Link The selected applicants will be contacted and asked for confirmation a few weeks before the course date. | W | 2 KP | 3P | P. Zeng, E. J. Barthazy Meier, A. G. Bittermann, F. Gramm, A. Sologubenko | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | The introductory course on Transmission Electron Microscopy (TEM) provides theoretical and hands-on learning for beginners who are interested in using TEM for their Master or PhD thesis. TEM sample preparation techniques are also discussed. During hands-on sessions at different TEM instruments, students will have the opportunity to examine their own samples if time allows. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Understanding of 1. the set-up and individual components of a TEM 2. the basics of electron optics and image formation 3. the basics of electron beam – sample interactions 4. the contrast mechanism 5. various sample preparation techniques Learning how to 1. align and operate a TEM 2. acquire data using different operation modes of a TEM instrument, i.e. Bright-field and Dark-field imaging 3. record electron diffraction patterns and index diffraction patterns 4. interpret TEM data | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | Lectures: - basics of electron optics and the TEM instrument set-up - TEM imaging modes and image contrast - STEM operation mode - Sample preparation techniques for hard and soft materials Practicals: - Demo, practical demonstration of a TEM: instrument components, alignment, etc. - Hands-on training for students: sample loading, instrument alignment and data acquisition. - Sample preparation for different types of materials - Practical work with TEMs - Demonstration of advanced Transmission Electron Microscopy techniques | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | Lecture notes will be distributed. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | - Williams, Carter: Transmission Electron Microscopy, Plenum Press, 1996 - Hawkes, Valdre: Biophysical Electron Microscopy, Academic Press, 1990 - Egerton: Physical Principles of Electron Microscopy: an introduction to TEM, SEM and AEM, Springer Verlag, 2007 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | No mandatory prerequisites. Please consider the prior attendance to EM Basic lectures (551-1618-00V; 227-0390-00L; 327-0703-00L) as suggested prerequisite. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 363-0301-00L | Work Design and Organizational Change | W | 3 KP | 2G | N. Bienefeld-Seall | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Good work design is crucial for individual and company effectiveness and a core element to be considered in organizational change. Meaning of work, organization-technology interaction, and uncertainty management are discussed with respect to work design and sustainable organizational change. As course project, students learn and apply a method for analyzing and designing work in business settings. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | - Know effects of work design on competence, motivation, and well-being - Understand links between design of individual jobs and work processes - Know basic processes involved in systematic organizational change - Understand the interaction between organization and technology and its impact on organizational change - Understand relevance of work design for company performance and strategy - Know and apply methods for analyzing and designing work | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | The course is organized in a highly interactive fashion, where discussion in class is as important as the input by the lecturer. Understanding the dynamics in organizations is helped enormously by concrete examples, which will be provided by the lecturer, by talks by guest lecturers, and also the students themselves based on their prior experience from working in various roles (as employees, volunteers, student assistants etc.). Through class discussion we aim to deepen the understanding of the themes covered in the course. The current changes in organizations brought about by Covid-19 will also be an important example which allows to illustrate and discuss many of the key concepts of the course. Specifically, the course will cover the following topics: - Work design: From Adam Smith to job crafting - Effects of work design on performance and well-being - Approaches to analyzing and designing work - Modes of organizational change and change methods - Balancing stability and flexibility in organizations as design criterium - The organization-technology interaction and its impact on work design and organizational change - Example Flexible working arrangements (e.g. home office) - Strategic choices for work design All through the course, students will be guided to work on their projects also, with about 25% of class time devoted to the projects. In the final session, students will present the main results of their projects and discuss main insights also across projects. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | A list of required readings will be provided at the beginning of the course. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | The course includes the completion of a course project to be conducted in groups of four students. The project entails applying a particular method for analyzing and designing work processes and is carried out by means of interviews and observations in companies chosen by the students. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 363-0790-00L | Technology Entrepreneurship | W | 2 KP | 2V | F. Hacklin | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Technology ventures are significantly changing the global economic picture. Technological skills increasingly need to be complemented by entrepreneurial understanding. This course offers the fundamentals in theory and practice of entrepreneurship in new technology ventures. Main topics covered are success factors in the creation of new firms, including founding, financing and growing a venture. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | This course provides theory-grounded knowledge and practice-driven skills for founding, financing, and growing new technology ventures. A critical understanding of dos and don'ts is provided through highlighting and discussing real life examples and cases. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | Weekly sessions - recorded. 10+ sessions carried out by guest lecturers: experts in the broad field of technology entrepreneurship (e.g., serial entrepreneurs, venture capitalists, (E)MBA professors, company builders, patent experts, scale-up executives, …). Final session: multiple choice semester assignment (100% of grade). Typical lecture format (2h): 15': Introduction 60': Guest testimonial 15': Discussion related to topic (in groups) 10': Plenary discussion 20': Q&A with (guest) lecturer | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | Lecture slides and case material | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 363-1163-00L | Developing Digital Biomarkers Particularly suitable for students with a technical background who are interested in healthcare. | W | 3 KP | 2V | F. Da Conceição Barata | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | The course gives an introduction to digital biomarkers and provides students with the foundations to develop their own digital biomarkers. More specifically, the course will cover fundamental topics such as designing observational studies, collecting, and exploring data generated by consumer-centric devices, and applying analytical methods to predict health-related outcomes. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | The widespread use of mobile technologies (e.g., wearable sensors, mobile applications, social media, and location-tracking technologies) has the potential to meet the health monitoring needs of the world's aging population and the ever-growing number of chronic patients. However, this premise is based on the application of Machine Learning algorithms that allow us to use this data in many different ways. In this course we will analyze systematic ways to collect data, review the most relevant methods and applications in healthcare, discuss the main challenges they present and apply the newly gained knowledge in practical assignments. The course has four core learning objectives. Students should: • understand the anatomy of digital biomarkers • understand the potential and applications of digital biomarkers • be able to critically reflect and assess existing digital biomarkers • be able to design and implement a digital biomarker | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | The course will consist of four topic clusters that will allow the discussion of the most relevant digital biomarker applications in healthcare: 1) Digital Biomarkers: From biological to digital biomarkers. How are they motivated, defined and how can they be leveraged for monitoring? Prognostic vs. diagnostic vs. predictive biomarkers. Passive sensing vs. active sensing. Digital biomarker vs. Digital therapeutics. 2) Consumer-centric device data: Today, vast amount of physiological, environmental, and behavioral observations can be collected with consumer centric devices. To derive clinical meaningful information from this data is, however, difficult. We will analyze strategies for extracting knowledge from those measurements. 3) Methodology: In the last decade, neural networks (also known as “deep learning”) have helped push the boundaries of the state-of-the-art in a myriad of domains. They have also uncovered a number of different problems. We will discuss advantages and disadvantage as well as alternative methods for their application to digital biomarker data. 4) Applications: Digital biomarkers are still an emerging subfield, but given that longitudinal in digital biomarker data are arguably easy to acquire in large quantities, it is expected that many relevant Machine Learning applications will emerge in the near future. We will review and discuss current applications and challenges. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | [1] Sim, Ida. "Mobile devices and health." New England Journal of Medicine 381.10 (2019): 956-968. [2] Schatz, Bruce R. "Population measurement for health systems." NPJ Digital Medicine 1.1 (2018): 1-4. [3] Coravos, Andrea, Sean Khozin, and Kenneth D. Mandl. "Developing and adopting safe and effective digital biomarkers to improve patient outcomes." NPJ digital medicine 2.1 (2019): 1-5. [4] van den Brink, Willem, et al. "Digital resilience biomarkers for personalized health maintenance and disease prevention." Frontiers in Digital Health 2 (2021): 54. [5] Weiser, Mark. "The computer for the 21st century." ACM SIGMOBILE mobile computing and communications review 3.3 (1999): 3-11. [6] Kvedar, Joseph C., et al. "Digital medicine's march on chronic disease." Nature biotechnology 34.3 (2016): 239-246. [7] Meskó, Bertalan, and Marton Görög. "A short guide for medical professionals in the era of artificial intelligence." NPJ digital medicine 3.1 (2020): 1-8. [8] Fogel, Alexander L., and Joseph C. Kvedar. "Artificial intelligence powers digital medicine." NPJ digital medicine 1.1 (2018): 1-4. [9] Caruana, Rich, et al. "Intelligible models for healthcare: Predicting pneumonia risk and hospital 30-day readmission." Proceedings of the 21th ACM SIGKDD international conference on knowledge discovery and data mining. 2015. [10] McCradden, Melissa D., et al. "Ethical limitations of algorithmic fairness solutions in health care machine learning." The Lancet Digital Health 2.5 (2020): e221-e223. [11] Gebru, Timnit, et al. "Datasheets for datasets." Communications of the ACM 64.12 (2021): 86-92. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | Some programming experience in Python is required, and some experience in Machine Learning is highly recommended. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 376-0121-00L | Multiscale Bone Biomechanics | W | 6 KP | 4S | R. Müller, X.‑H. Qin | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | The seminar provides state-of-the-art insight to the biomechanical function of bone from molecules, to cells, tissue and up to the organ. Multiscale imaging and simulation allows linking different levels of hierarchy, where systems biology helps understanding the mechanobiological response of bone to loading and injury in scenarios relevant for personalized health and translational medicine. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | The learning objectives include 1. advanced knowledge of the state-of-the-are in multiscale bone biomechanics; 2. basic understanding of the biological principles governing bone in health, disease and treatment from molecules, to cells, tissue and up to the organ; 3. good understanding of the prevalent biomechanical testing and imaging techniques on the various levels of bone hierarchy; 4. practical implementation of state-of-the-art multiscale simulation techniques; 5. improved programing skills through the use of python; 6. hands on experience in designing solutions for clinical and industrial problems; 7. encouragement of critical thinking and creating an environment for independent and self-directed studying. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | Bone is one of the most investigated biological materials due to its primary function of providing skeletal stability. Bone is susceptible to different local stimuli including mechanical forces and has great capabilities in adapting its mechanical properties to the changes in its environment. Nevertheless, aging or hormonal changes can make bone lose its ability to remodel appropriately, with loss of strength and increased fracture risk as a result, leading to devastating diseases such as osteoporosis. To better understand the biomechanical function of bone, one has to understand the hierarchical organization of this fascinating material down from the molecules, to the cells, tissue and up to the organ. Multiscale imaging and simulation allow to link these different levels of hierarchy. Incorporating systems biology approaches, not only biomechanical strength of the material can be assessed but also the mechanobiological response of the bone triggered by loading and injury in scenarios relevant for personalized health. Watching cells working together to build and repair bone in a coordinated fashion is a spectacle, which will need dynamic image content and deep discussions in the lecture room to probe the imagination of the individual student interested in the topic. Lastly, state-of-the-art developments in tissue engineering and regeneration, 3D bioprinting and bio-manufacturing and organoid technology will be highlighted towards personalized health. For the seminar, concepts of video lectures will be used in a flipped classroom setup, where students can study the basic biology, engineering, and mathematical concepts in video tutorials online (TORQUES). All videos and animations will be incorporated in Moodle and PolyBook allowing studying and interactive course participation online. It is anticipated that the students need to prepare 2x45 minutes for the study of the actual lecture material. The course is structured as a seminar in three parts of 45 minutes with video lectures and a flipped classroom setup. In the first part (TORQUEs: Tiny, Open-with-Restrictions courses focused on QUality and Effectiveness), students study the basic concepts in short, interactive video lectures on the online learning platform Moodle. Students are able to post questions at the end of each video lecture or the Moodle forum that will be addressed in the second part of the lectures using a flipped classroom concept. For the flipped classroom, the lecturers may prepare additional teaching material to answer the posted questions (Q&A). Following the Q&A, the students will have to form small groups to try to solve such problems and to present their solutions for advanced multiscale investigation of bone ranging from basic science to clinical application. Towards the end of the semester, students will have to present self-selected publications associated with the different topics of the lecture identified through PubMed or the Web of Science. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | Material will be provided on Moodle and eColab. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | Prior experience with the programming language python is beneficial but not mandatory. ETH offers courses for practical programming with python. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 376-0130-00L | Praktikum Sportphysiologie Studiengang HST: ab 5. Semester möglich. | W | 4 KP | 4P | C. Spengler | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Durchführung sportphysiologischer Tests und Erhebungen, welche bei Sportlern und/oder bei der Untersuchung verschiedener Krankheitsbilder Anwendung finden, und die das Verständnis für die physiologischen Adaptationsmechanismen an unterschiedliche körperliche Belastungen vertiefen. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Die Sportphysiologie praktisch erfahren und das Verständnis der körperlichen Anpassungsmechanismen an unterschiedliche Belastungen und klimatische Verhältnisse vertiefen. Erlernen elementarer Untersuchungsmethoden der muskulären, der kardio-respiratorischen und der gesamten körperlichen Leistungsfähigkeit des Menschen, der wissenschaftlich korrekten Datenauswertung und Interpretation der Resultate. Einblick in die aktuelle Sportmedizin. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | Praktikum: Verschiedene sportphysiologische Leistungstests und Untersuchungen der physiologischen Anpassungen an unterschiedliche Arten der Aktivität (Beispiele sind VO2max-Test, Conconi-Test, Bestimmung der anaeroben Schwelle, 1-Repetition Maximum-Test, Wingate-Test, Cooper-Test, Laktatsenke-Test, Atmungsmuskel-Test, Dynamometrie und Mechanographie, Körperzusammensetzung etc.). Kennenlernen aktueller Messmethodiken in der Sportmedizin. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | Anleitung zum Praktikum Sportphysiologie (Herausgeber: Exercise Physiology Lab) | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | Schmidt/Lang/Heckmann: Physiologie des Menschen, Springer-Verlag, Heidelberg Kenney/Wilmore/Costill: Physiology of Sport and Exercise, Human Kinetics | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | Voraussetzung: Anatomie-Physiologie-Vorlesung und Physiologie-Praktikum erfolgreich besucht (BWS-Studierende kontaktieren bitte C. M. Spengler) Erwünscht: Begleitend oder abgeschlossen: Sportphysiologie-Vorlesung (Selektionskriterium bei mehr Anmeldungen als Praktikumsplätzen) | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 376-0203-00L | Bewegungs- und Sportbiomechanik | W | 4 KP | 3G | W. R. Taylor, R. List | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Vermitteln der Methode den menschlichen Bewegungsapparat als (bio-)mechanisches System zu betrachten. Erstellen des Zusammenhanges von Bewegungen im Alltag und im Sport zu Verletzungen und Beschwerden, Prävention und Rehabilitation. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | - Die Studierenden können den Bewegungsapparat als ein mechanisches System darstellen. - Sie analysieren und beschreiben menschliche Bewegungen entsprechend den Gesetzen der Mechanik. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | Die Bewegungs- und Sportbiomechanik befasst sich mit den Eigenschaften des Bewegungsapparates und deren Verknüpfung zur Mechanik. Die Vorlesung beinhaltet einerseits Themenkreise wie funktionelle Anatomie, Charakteristik von elementaren menschlichen Bewegungen (Gehen, Laufen, etc.), und beachtet Bewegungen im Sport aus mechanischer Sicht. Ferner werden einfache Betrachtungen zur Belastungsanalysen diverser Gelenke in verschiedenen Situationen diskutiert. Im Weiteren werden Fragen der Statik und Dynamik starrer Körper, und die inverse Dynamik, die in der Biomechanik relevant sind, behandelt. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 376-0207-00L | Exercise Physiology | W | 4 KP | 3G | C. Spengler, F. Gabe Beltrami | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Die Vorlesung gibt einen Überblick über die neuromuskulären, kardiovaskulären und respiratorischen Anpassungen an akute und chronische körperliche Aktivität auf molekularer und systemischer Ebene, sowie der Interaktionen dieser Systeme und der beeinflussenden Faktoren (Genetik, Geschlecht, Alter, Höhe/Tiefe, Hitze, Kälte) in Bezug auf die Leistungsfähigkeit und auf gesundheistrelevante Aspekte. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Ziel ist das Verständnis der neuromuskulären, kardiovaskulären und respiratorischen Anpassungen an akute und chronische körperliche Aktivität auf molekularer und systemischer Ebene, sowie das Verständnis der Interaktion dieser Systeme in Bezug auf gesundheitsrelevante Aspekte wie auch auf die Leistungsfähigkeit beim Gesunden und bei exemplarischen Krankheitsbildern. Weiter werden Kenntnisse der wichtigsten beeinflussenden Faktoren wie Genetik, Geschlecht, Alter, Höhe/Tiefe, Hitze und Kälte erworben. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | Geschichte der Sportphysiologie, Forschungsmethodik und Pitfalls, Muskelfasertypen-Heterogenität und deren funktionelle Bedeutung, neuronale Kontrolle der Muskelkraft, molekulare und zelluläre Mechanismen der Anpassung an Kraft-, Ausdauer- und Dehungs-Übungen, interindividuelle Variabilität in der Trainingsantwort, kardiorespiratorische und metabolische Antworten auf akute und chronische körperliche Aktivität, Effekte des Geschlechts auf die Leistungsfähigkeit, körperliche Aktivität in der Höhe, Tiefe, Hitze und Kälte, spezifische Aspekte der verschiedenen Altersstufen hinsichtlich Sport und Leistungsfähigkeit, gesundheitsrelevante Mechanismen von körperlicher Aktivität beim Gesunden und, exemplarisch, bei Kranken. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | Online Material wird im Laufe des Kurses zur Verfügung gestellt. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | Wird in der Vorlesung bekannt gegeben. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | Anatomie und Physiologie I + II | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 376-0208-00L | Molecular and Cellular Biology of Exercise and Muscle Regeneration - Practical Aspects Prerequisites: Laboratory Course in Molecular Biology (376-0006-02L) | W | 3 KP | 2G | O. Bar-Nur, K. De Bock | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | The skeletal muscle biology field purposes to understand how muscles coordinate movement, regenerate following injury and adapt to exercise stimuli. In this course, the students will acquire insights into the molecular aspects of muscle biology and exercise, in addition to gaining hands-on experience in experimental techniques that are commonly used to research muscle regeneration and exercise. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | The objective of this course is to introduce students into current research topics and outstanding questions in skeletal muscle biology. Also, the course will give students hands-on experience in respect to the tools needed to perform basic molecular biology research in the field of exercise and skeletal muscle biology. Students will learn how to translate a scientific question in muscle biology into a small scientific project. They will learn how to design an experiment and to analyze and critically interpret experimental data. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | The course will consist of 4 main research themes and the anticipated 16 students will be divided into 4 subgroups of 4 students- each one will focus on one of the following research topics: Topic 1: Molecular pathways that control muscle stem cell self-renewal and differentiation Topic 2: Genome engineering to correct genetic mutations that cause muscle diseases Topic 3: Muscle fiber composition, force production and insulin sensitivity Topic 4: Amino acid sensitivity in skeletal muscle following exercise The course will be organized into 7 sessions, each approx. 4 hours: the first 2 sessions will be theoretical and include an introductory lectures by the professors in addition to a journal club presentation by the students. This journal club aims to provide theoretical and scientific background that will be used to identify outstanding research questions. This will be followed by 4 practical sessions (hands-on experience) and 1 final evaluation session. For the journal club, each group of students will receive a peer-review article that is highly relevant to the respective group’s research topic. Each of the 4 groups will present and discuss the article in a journal club format to the rest of the participants the following week. During the four practical sessions, students will gain hands-on experiences and learn different lab techniques related to molecular biology of exercise and muscle regeneration. Each group will be presented with a research objective that is related to their topic, and perform in collaboration with teaching assistants a set of experiments that aim to address the research objective. At the final evaluation session, each group of students will present their results and identify follow-up research questions and hypothesis based on their experimental achievements. Select practical methods that the proposed course will teach include: i. Group 1: tissue culture, isolation of muscle stem cells via FACS, differentiation of muscle stem cell into muscle fibers, small molecules screens, quantitative analysis of muscle cell proliferation and fusion, Immunofluorescence. ii. Group 2: tissue culture, differentiation of muscle stem cells into muscle fibers, guide RNA design and Crispr-Cas9 gene editing of genetic mutations that cause muscle diseases in muscle stem cells and fibers. Immunofluorescence and PCR. iii. Group 3: ex vivo assessment of muscle force characteristics, cryosectioning of muscle tissue, immunofluorescence and western blot. iv. Group 4: tissue culture of muscle stem cells, isolation of muscle stem cells and differentiation into muscle fibers, amino acid stimulation of muscle fibers, Western blot. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | Prerequisites: 376-0006-02L Laboratory Course in Molecular biology | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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