Suchergebnis: Katalogdaten im Herbstsemester 2023
Wissenschaft im Kontext (Science in Perspective)  In Kursen aus dem Programm “Wissenschaft im Kontext” lernen Studierende, die MINT Fächer der ETH aus der Perspektive der Geistes-, Sozial- und Staatswissenschaften zu reflektieren. Nur die in diesem Abschnitt aufgelisteten Fächer können als "Wissenschaft im Kontext" angerechnet werden. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||
 Typ B: Reflexion über fachspezifische Methoden und InhalteFachspezifische Lerneinheiten. Relevant für alle Studierenden, die sich für diese Kurse interessieren. Diese Lerneinheiten sind alle auch unter "Typ A" aufgelistet, d.h. die Einschreibung ist allen Studierenden möglich. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||
| D-MTEC | ||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Nummer | Titel | Typ | ECTS | Umfang | Dozierende | |||||||||||||||||||||||||||||||||||||||||||||||||
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| 851-0760-00L | Building a Robot Judge: Data Science for Decision-Making  Particularly suitable for students of D-INFK, D-ITET, D-MTEC. | W | 3 KP | 2V | E. Ash | |||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | This course explores the automation of decisions in the legal system. We delve into the machine learning tools needed to predict judge decision-making and ask whether techniques in model explanation and algorithmic fairness are sufficient to address the potential risks. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | This course introduces students to the data science tools that may provide the first building blocks for a robot judge. While building a working robot judge might be far off in the future, some of the building blocks are already here, and we will put them to work. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | Data science technologies have the potential to improve legal decisions by making them more efficient and consistent. On the other hand, there are serious risks that automated systems could replicate or amplify existing legal biases and rigidities. Given the stakes, these technologies force us to think carefully about notions of fairness and justice and how they should be applied. The focus is on legal prediction problems. Given the evidence and briefs in this case, how will a judge probably decide? How likely is a criminal defendant to commit another crime? How much additional revenue will this new tax law collect? Students will investigate and implement the relevant machine learning tools for making these types of predictions, including regression, classification, and deep neural networks models. We then use these predictions to better understand the operation of the legal system. Under what conditions do judges tend to make errors? Against which types of defendants do parole boards exhibit bias? Which jurisdictions have the most tax loopholes? Students will be introduced to emerging applied research in this vein. In a semester paper, students (individually or in groups) will conceive and implement an applied data-science research project. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| 851-0742-01L | Contract Design II Findet dieses Semester nicht statt. To be considered for Contract Design II, you must have completed Contract Design I in the same semester. Students can only register for Contract Design II after having obtained approval by Prof. Stremitzer. | W | 1 KP | 1U | A. Stremitzer | |||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Contract Design II is a masterclass in the form of an interactive clinic that allows you to deepen your understanding of contracting by applying insights from Contract Design I to a comprehensive case study. Together with your classmates, you are going to advise a (hypothetical) client organization planning to enter a complex transaction on how to structure the underlying contract. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | There is a possibility that representatives from companies that were previously engaged in similar deals will visit us in class and tell you about their experience firsthand. In Contract Design I, you will receive more detailed information on the content and learning objectives of Contract Design II. If you have urgent questions, please do not hesitate to send an e-mail to Professor Stremitzer’s Teaching Assistant Diego Caldera (diegoalberto.calderaherrera@uzh.ch). | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | To enable you to work under the close supervision of your professor and his team, only a small group of students with backgrounds in law, business, or engineering is admitted to this course. This simulation is time-consuming and challenging. Hence, we can only admit the most successful and motivated students to this class. Further information on the application process will follow. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| 851-0732-06L | Law & Tech | W | 3 KP | 2S | A. Stremitzer, J. Merane | |||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | This course introduces students to scientific and technological developments that require regulation or enable legal innovation. We focus particularly on the challenges to current law posed by prominent near-future technologies. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | The course is intended for a wide range of ETH students as well as for law students interested in acquiring a better understanding of state-of-the-art technology. The course will combine both an overview of major areas of law that are relevant for the regulation of technology and guest lectures on new technological developments. In previous years, speakers from industry (Google, Youtube), NGOs (Digital Society Switzerland, The European Consumer Organizations), regulatory agencies (Swiss Competition Commission), and academia participated as guest speakers. The course is open to ETH students through the Science in Perspective program of the Department of Humanities, Social and Political Sciences. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | The planned course outline is below. - Overview of Law and Technology - Fundamental Rights - AI & Discrimination - Landmark Big Tech Cases - Regulation of Digital Platforms & Content Moderation - Online Consumer Protection - Law and Tech Scholarship Series A number of recent regulations will be discussed, including the EU's AI Act, the Digital Services Act (DSA), and the Digital Markets Act (DMA), as well as emerging internet phenomena, like ChatGPT and the Metaverse. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kompetenzen |
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| 851-0391-00L | Focus on the Human: Human-Centered Security and Privacy Lab The course is particularly suitable for all students who have already completed the course “Human-centered IT Security and Privacy” as some of the concepts introduced will practically be applied in this course. However, the relevant literature and necessary material will be provided to all students and basic concepts will be briefly summarized so that all interested students can participate. | W | 3 KP | 2S | V. Zimmermann, L. Schöni | |||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | After an introduction on usable security as the intersection of computer science and psychology, students will form teams and work on exemplary security- or privacy-related research questions. The teams will develop and evaluate a concept for a human-centered solution. Through input sessions and milestone presentations the human perspective will be incorporated and reflected upon. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | The course makes students experience an exemplary human-centered design process. They will learn about and practically apply human-centered design and evaluation methods that will allow them to view their solution from the human perspective, e.g., the user, developer or website owner perspective. By taking part in the evaluation of other teams, they will also take the user perspective themselves. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | At the beginning of the course, the students will receive an introduction to usable IT security and privacy and relevant concepts. Afterwards, a selection of current research questions from that area will be presented. The students form teams and select one of the proposed research questions. This question will accompany the students throughout the semester. They will design and evaluate a concept for a human-centered solution to that question. To be able to do so, they will receive input on human-centered design and evaluation tools. Their progress and the inclusion of the human perspective will be subject to feedback in milestone presentations. The students’ human-centered solution can take the form of a concept (e.g., a concept for a product or app), interface (e.g., a visual or tangible interface), or prototype (e.g., sketches, a click-dummy or a built prototype). The solution will then be subject to evaluations. The solutions will be user-tested by members of other teams that thereby take the perspective of a user themselves. In addition, the solutions will be analyzed from different stakeholders’ perspectives, such as developers or website owners. Finally, the students will reflect on potential changes that results from the evaluations and their consequences. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | Literature Recommendations: Adams, A., & Sasse, M. A. (1999). Users are not the enemy. Communications of the ACM, 42(12), 40-46. Cranor, L. F., & Garfinkel, S. (2005). Security and usability: designing secure systems that people can use. " O'Reilly Media, Inc.". Diefenbach, S., & Hassenzahl, M. (2017). Psychologie in der nutzerzentrierten Produktgestaltung: Mensch-Technik-Interaktion-Erlebnis. Springer-Verlag. Diefenbach, S., & Hassenzahl, M. (2010). Handbuch zur Fun-ni Toolbox–User Experience Evaluation auf drei Ebenen. Dix, A., & Finlay, J., Abowd, G., Beale, R. (2004). Human-computer interaction. Pearson - PRENTICE HALL. Garfinkel, S., & Lipford, H. R. (2014). Usable security: History, themes, and challenges. Synthesis Lectures on Information Security, Privacy, and Trust, 5(2), 1-124. Nielsen, J. (1999). Designing web usability: The practice of simplicity. New Riders Publishing. Norman, D. (2013). The design of everyday things: Revised and expanded edition. Basic Books (AZ). Reuter, C. (2018). Sicherheitskritische Mensch-Computer-Interaktion. Wiesbaden: Springer Fachmedien Wiesbaden. Sarodnick, F., & Brau, H. (2006). Methoden der Usability Evaluation. Verlag Hans Huber. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | This course is especially recommended after having participated in the related lecture/exercise "851-0390-00 G Human-Centered IT Security and Privacy". However, previous participantion in the lecture is not a requirement. Additional material will be made available so that also students with no prior knowledge in that area can participate. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kompetenzen |
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| 851-0196-00L | Philosophy of Pure and Applied Mathematics: From Foundations to Practice | W | 3 KP | 2S | Y. P.‑H. Hamami | |||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | This course is a general introduction to the philosophy of mathematics for science, mathematics and engineering students. It will introduce the main views and debates on the nature of mathematics present in contemporary philosophy. A special focus will be put on questions pertaining to the foundations of mathematics as well as on philosophical issues emerging from actual mathematical practice. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | The objective of this course is to help students develop a reflective stance on what mathematics is and on its special place in the landscape of human knowledge. We expect students to be able to report the main philosophical conceptions of what mathematics is. We also expect them to be familiar with key debates in the philosophy of mathematics. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | This course is a general introduction to the philosophy of mathematics for science, mathematics and engineering students. It will introduce the main views and debates on the nature of mathematics present in contemporary philosophy. A special focus will be put on questions pertaining to the foundations of mathematics as well as on philosophical issues emerging from the actual practice of mathematics. The course is composed of four parts. Part I: Foundations of Mathematics. In this first part of the course, we will present the debates concerning the foundations of mathematics at the turn of the twentieth century. We will review the three main philosophical conceptions of mathematics developed during this period: logicism, formalism and intuitionism. Part II: Ontology and Epistemology of Mathematical Objects What is the nature of mathematical objects? And how can we acquire knowledge about them? Here we will present several ways of approaching these questions. We will discuss philosophical views that conceive mathematical objects as similar to physical objects, as creations of the human mind, as fictional characters, and as places in larger structures. We will see the strengths and weaknesses of these different views. Part III: Philosophy of Mathematical Practice In this part of the course, we will be concerned with a recent movement in the philosophy of mathematics dealing with the actual practice of mathematics. We will see two trends of research developed within this tradition. The first one aims to explain how we can think and reason mathematically with non-linguistic representations such as diagrams and symbolic notations. The second one asks whether there could be such things as explanations in mathematics and if yes what they are. The paradigmatic examples we will discuss here are mathematical proofs that not only establish that a theorem is true but also explain why it is true. Part IV: The Applicability of Mathematics to the Natural World It is a truism that mathematics is used everywhere in the natural and social sciences. But how come that mathematics applies so well to the natural world? If mathematics is just a pure game with symbols, or a pure invention of the human mind, it seems difficult to explain why it is so useful when formulating scientific theories about the world. In this part of the course, we will discuss this problem known as the applicability of mathematics, and we will see different philosophical solutions that have been developed to address it. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| 851-0125-71L | Wer ist für was verantwortlich? Über persönliche individuelle und kollektive Verantwortung Besonders geeignet für Studierende D-ARCH, D-BAUG, D-HEST, D-MTEC, D-USYS Die Doktorierenden können sich die Leistung dieses Kurses im Bereich «überfachliche Kompetenzen» anrechnen lassen. | W | 3 KP | 2G | L. Wingert | |||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Verantwortung 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? | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | 1. 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? | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kompetenzen |
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| 851-0763-00L | Supervised Research (Law, Economics, and Data Science) | W | 3 KP | E. Ash, S. Galletta | ||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | This is a supervised student project for 3 ECTS, supervised by the professorship of Elliott Ash (D-GESS). Students will adapt tools from econometrics and machine learning to questions in law, data science, and social science. Students must have some data science and/or statistics experience. Some programming experience in Python, Stata, or R is required. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Apply tools from data science and social science to a new project, potentially in a group, to develop a paper or app. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | Some programming experience in Python, Stata, or R is required. Some experience with data science or statistics is required. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| D-MAVT | ||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Nummer | Titel | Typ | ECTS | Umfang | Dozierende | |||||||||||||||||||||||||||||||||||||||||||||||||
| 851-0742-00L | Contract Design I You can find all course materials and the most recent announcements on Moodle. Please log in to Moodle using your ETH or UZH credentials. Then search for "Contract Design I (851-0742-00L; Fall 2023)" and enroll. The password is "ContractDesign01". It is NOT a legal drafting class focused on contractual language. Number of participants limited to 160. Max 80 ETHZ and 80 UZH Students | W | 3 KP | 2V | A. Stremitzer, A. Tacconelli | |||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Contract Design I is taught by Professor Stremitzer and aims to bridge the gap between economic contract theory, contract law, and the writing of real-world contracts. In this course, we take a systematic approach to contract design. This means we first analyze the economic environment in which a transaction takes place and then engineer contracts that achieve the desired outcome. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Contracts are agreements between parties to engage in transactions. A good contract creates value by giving parties the right incentives to meet their objectives. A good contract designer scrutinizes the economic situation in which parties find themselves and tailors the contract to the challenges at hand. To help you become sophisticated contract designers, we draw from insights for which more than half a dozen Nobel Prizes were awarded in the past two decades and transfer them to the art of writing real-world contracts. In other words, Contract Design will provide you with analytical tools to design contracts that help you be better lawyers, business leaders, and startup founders. We will cover topics such as moral hazard, adverse selection, elicitation mechanisms, relationship-specific investments, and relational contracting and apply the theoretical insights to real-life case studies ranging from purchases & sales of assets, oil & gas exploration, movie financing, production & distribution, construction & development, M&A deals, venture capital financing, to executive compensation and many other types of transactions. The course follows a flipped-classroom model: You will watch learning videos specifically produced for this course ahead of class. We will use class time to discuss real-world case studies. The videos will be made available before the lecture each week and need to be watched ahead of coming to class. Computer-graded quizzes at the beginning of each class will test students’ understanding of the concepts introduced in the videos. As the emphasis of this class is on class discussion, attendance is mandatory. Absent important reasons, you cannot miss class more than twice. The lectures will be recorded but only made available to those who miss lectures with excused absence. For ETH students: Your grade will consist of two parts: 1) You will take weekly computer-based quizzes during class time. Thus, it is important that you attend the lectures to be able to finish the quizzes and pass this course. 2) You compose short responses to take-home questions on case studies we assign and upload them ahead of class (Pass/Fail). Note that UZH and UNISG students enrolling in this course need to earn more ECTS for completing this course than ETH students (due to curricula reasons). This is why UZH and UNISG students must complete a written assignment in addition to the weekly quizzes and take-home questions. UZH students also have to complete an additional group project. UZH and UNISG students should check out the description of the class at their respective home institutions. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | Handouts, prerecorded videos, slides, case studies, and other materials available on a dedicated webpage: contractdesign.org. Access to this webpage is free of charge for ETH students as ETH purchased a license for ETH students. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | Attendance is mandatory. You are only allowed to miss two lectures unless there are special circumstances. Contract Design I is available to ETH students through the Science in Perspective (SiP) Program of D-GESS. This course is particularly suitable for students of D-ARCH, D-BAUG, D-CHAB, DMATH, D-MTEC, D-INFK, and D-MAVT. If you have any questions regarding the course, please write an email to the teaching assistants, Lucas Gericke (lucas.gericke@gess.ethz.ch) or Serge von Steiger (serge.vonsteiger@gess.ethz.ch). | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kompetenzen |
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| 851-0738-01L | Die Rolle des Geistigen Eigentums im Ingenieurwesen und den technischen Wissenschaften Besonders geeignet für Studierende D-BAUG, D-BIOL, D-BSSE, D-CHAB, D-ITET, D-MAVT. | W | 2 KP | 2V | K. Houshang Pour Islam | |||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Patente und andere Formen des Geistigen Eigentums haben in den letzten Jahrzehnten einen starken Bedeutungszuwachs im Alltag von Ingenieuren und Wissenschaftern erfahren. Ziel der Vorlesung ist es, einen Überblick über grundlegende Aspekte des Geistigen Eigentums zu vermitteln und die Vorlesungsteilnehmer in die Lage zu versetzen, das Wissen später im Berufsalltag einzusetzen. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Das Wissen über Geistiges Eigentum ist für Ingenieure und Wissenschafter in den letzten Jahrzehnten zunehmend wichtiger geworden und bildet mittlerweile eine Schlüsselqualifikation. Sowohl in Produktion und Vertrieb als auch in Forschung und Entwicklung sind sie dabei insbesondere mit Fragen zum Schutz von technischen Erfindungen und mit der Nutzung von Patentinformationen konfrontiert. Im Rahmen der Vorlesung werden die Vorlesungsteilnehmer mit den praxisrelevanten Aspekten des Geistigen Eigentums vertraut gemacht und in die Lage versetzt, das erworbene Wissen später im Berufsalltag einzusetzen. Unter anderem werden in der Vorlesung die folgenden Themen behandelt: - Die Bedeutung von Innovationen in industrialisierten Ländern - Überblick über die Formen des Geistigen Eigentums - Der Schutz von technischen Erfindungen und die Absicherung der kommerziellen Umsetzung - Patente als Quelle für technische und andere wichtige Informationen - Praktische Aspekte des Geistigen Eigentum im Forschungsalltag, bei der Arbeit im Unternehmen und bei der Gründung von Startups. Das in der Vorlesung vermittelte Wissen wird anhand von Beispielen aus verschiedenen technischen Bereichen veranschaulicht und vertieft. Die Vorlesung umfasst praktische Übungen zur Nutzung und Recherche von Patentinformationen. Es wird dabei das Grundwissen vermittelt, wie Patentdokumente gelesen und ausgewertet werden und öffentlich zugängliche Patentdatenbanken genutzt werden können, um die benötigten Patentinformationen zu beschaffen und im Alltag einzusetzen. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | Die Vorlesung ist für Studierende ingenieurwissenschaftlicher, naturwissenschaftlicher und anderer technischer Studienfächer geeignet. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kompetenzen |
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| 851-0738-00L | Geistiges Eigentum: Eine Einführung Besonders geeignet für Studierende D-CHAB, D-INFK, D-ITET, D-MAVT, D- MATL, D-MTEC. | W | 2 KP | 2V | M. Schweizer | |||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Die Vorlesung bietet eine Einführung in das schweizerische und europäische Immaterialgüterrecht (Marken-, Urheber-, Patent- und Designrecht). Die rechtlichen Grundlagen werden anhand aktueller Fälle erarbeitet. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Ziel der Vorlesung ist es, ETH-Studierende in die Lage zu versetzen, zu erkennen, welche Schutzrechte die von ihnen geschaffenen Leistungen möglicherweise schützen oder verletzen können. Dadurch lernen die Studierenden, die immaterialgüterrechtlichen Chancen und Risiken bei der Entwicklung und Vermarktung von Produkten abzuschätzen. Dazu müssen sie die Schutzvoraussetzungen und den Schutzumfang der verschiedenen immaterialgüterrechtlichen Schutzrechte ebenso kennen wie die Probleme, die typischerweise bei der Durchsetzung von Schutzrechten auftreten. Diese Kenntnisse sollen praxisnah aufgrund von aktuellen Urteilen und Fällen vermittelt werden. Ein weiteres Ziel ist es, den Studierenden zu ermöglichen, informiert an der aktuellen Diskussion über die Ziele und Wünschbarkeit des Schutzes geistiger Leistungen teilzunehmen, wie sie insbesondere auf den Gebieten des Urheberrechts (Stichworte fair use, Creative Commons, Copyleft) und Patentrechts (Software-Patente, patent trolls, patent thickets), geführt wird. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| 851-0735-10L | Startups und Recht Besonders geeignet für Studierende D-ITET, D-MAVT. | W | 2 KP | 2V | P. Peyrot | |||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Die Vorlesung führt die Studierenden in praxisnaher Weise in die rechtlichen Aspekte der Gründung und Führung eines Unternehmens ein. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Die Studierenden verstehen grundlegende rechtliche Aspekte der unternehmerischen Tätigkeit. Sie sind in der Lage, selbständig entsprechende rechtliche Problemstellungen zu erkennen und interessengerecht zu lösen. Sie verfügen über folgende Kompetenzen: - Sie verfügen über das Grundlagenwissen zur Gründung und Führung eines Unternehmens. - Sie sind vertraut mit den Themen contracting, negotiation, claims management und dispute resolution - Sie kennen die Bedeutung eines Systems zur Einhaltung der rechtlichen Rahmenordnung einzurichten (compliance). - Sie können zum legal management des Unternehmens beitragen und rechtliche Fragestellungen mit Juristen besprechen. - Sie verstehen das Recht als Teil der Unternehmensstrategie und als wertvolle Ressource für die Unternehmung. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | Ein umfassendes Skript wird auf der Plattform Moodle online zur Verfügung gestellt. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| 851-0703-00L | Grundzüge des Rechts | W | 2 KP | 2V | O. Streiff Gnöpff | |||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Die Lehrveranstaltung führt in die Grundzüge der Rechtsordnung ein. Es werden Grundfragen des Verfassungs- und Verwaltungsrechts, des Privatrechts sowie des Europarechts behandelt. Im Fokus stehen dabei raumbezogene Rechtsprobleme. In kurzen interaktiven Sequenzen wird eine aktive Mitarbeit erwartet. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Studierende erkennen grundlegende Strukturen der Rechtsordnung und verstehen ausgewählte Probleme des öffentlichen Rechts und des Privatrechts. Sie können die erworbenen Grundlagen in weitergehenden rechtswissenschaftlichen Lehrveranstaltungen anwenden und ihre Relevanz für den eigenen Fachbereich erkennen. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | Grundlegende Konzepte des Rechts, Rechtsquellen. Privatrecht: Vertragsrecht (inkl. Werk- und Ingenieurverträge), Deliktsrecht und Sachenrecht. Öffentliches Recht: Grundrechte, Verwaltungsrecht (inkl. Bezüge zu Umwelt und Raum), Staat als Nachfrager (öffentliche Beschaffung), prozessuales Denken. Grundzüge des Europarechts und des Strafrechts. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | Jaap Hage, Bram Akkermans (Hg.), Introduction to Law, Cham 2017 (Online-Ressource ETH Bibliothek) | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | Weiterführende Unterlagen werden auf der Moodle-Lernumgebung bereitgestellt (https://moodle-app2.let.ethz.ch/course/view.php?id=20127) | |||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 853-0047-01L | Weltpolitik seit 1945: Geschichte der int. Beziehungen (ohne Uebungen) | W | 3 KP | 2V | A. Wenger | |||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Diese Vorlesung gibt einen Überblick über die Entwicklung der internationalen Beziehungen seit dem Ende des Zweiten Weltkrieges. In einem ersten Teil werden Herausbildung und Wandel der sicherheitspolitischen Strukturen des Kalten Krieges behandelt. Der zweite Teil widmet sich der Phase nach dem Umbruch von 1989/91, wobei aktuelle Fragen der internationalen Sicherheitspolitik im Zentrum stehen. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Die Teilnehmerinnen und Teilnehmer der Vorlesung sollten am Ende des Semesters über ein solides Grundwissen der Geschichte der Internationalen Beziehungen seit dem Ende des Zweiten Weltkrieges und deren theoretischer Verankerung verfügen. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | s. Kurzbeschreibung "Text im Diploma Supplement" | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | Die Vorlesung wird durch eine Moodle-Plattform unterstützt. Bei Fragen zur Lehrveranstaltung wenden Sie sich bitte an Quentin Merle (Lehrassistent - quentin.merle@sipo.gess.ethz.ch). | |||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 853-0725-00L | Geschichte I: Europa (Grossbritannien, Mutterland der Moderne, 1789-1914) | W | 3 KP | 2V | H. Fischer-Tiné | |||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Prozesse wie die Industrialisierung, die Urbanisierung, die Demokratisierung, haben Europa seit dem 19. Jahrhundert umgepflügt. Die Vorlesung untersucht diese Transformationen und versucht deren Bedeutung für unsere Zeit sichtbar zu machen. Besonderes Augenmerk gilt dabei Grossbritannien, dem "Mutterland der Moderne*, wo diese Modernisierungsprozesse zuerst stattfanden. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Am Ende dieser Vorlesung können Studierende: (a) die wichtigsten Veränderungen des "langen 19. Jahrhunderts" in Grossbritannien benennen; (b) deren langfristige Wirkung (auch für andere europäische Länder) erläutern; and (c) diese Veränderungen in Bezug setzen zu aktuellen globalen Entwicklungen. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | Thematische Schwerpunkte bilden u.a. die Industrialisierung, Urbanisierung Demokratisierung, die Entstehung staatlicher Wohlfahrtprigramme, der Wandel von Geschlechterrollen und Familienidealen sowie die Herausbildung einer Konsum- und Freizeitgesellschaft | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | Power Point Folien und Literaturlisten werden im Verlauf der Veranstaltung digital zur Verfügung gestellt. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | Obligatorische und weiterführende Literatur wird auf dem Sitzungsplan aufgelistet, der zur Beginn der Veranstaltung zur Verfügung gestellt wird. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | Es werden in dieser Vorlesung keine spezifischen Vorkenntnisse vorausgesetzt. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 701-0703-00L | Ethik und Umwelt (Universität Zürich) No enrolment to this course at ETH Zurich. Book the corresponding module directly at UZH as an incoming student. UZH Module Code: 07SMEEE266 Please register at: https://www.uzh.ch/cmsssl/de/studies/application/chmobilityin.html after you received your logon information you can enrol to courses at: https://studentservices.uzh.ch/uzh/application#/Logon Mind the enrolment deadlines at UZH: https://www.uzh.ch/cmsssl/en/studies/application/deadlines.html | W | 3 KP | 2V | Uni-Dozierende | |||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Die drängenden Umweltherausforderungen der heutigen Zeit verlangen nach einer kritischen Reflexion. Ethik ist ein wichtiges Instrument dazu. Diese Vorlesung führt in die Grundlagen der Ethik ein und vermittelt vertiefte Kenntnisse der umweltethischen Debatten. Diese werden mit Bezug auf die heute drängenden Umweltherausforderungen vertieft und kritisch reflektiert. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Nach dem Besuch der Vorlesung haben Sie die Fähigkeit erworben, ethische Herausforderungen generell und spezifisch im Bereich der Umwelt zu identifizieren, zu analysieren, kritisch zu reflektieren und einer Lösung zuzuführen. Sie kennen dafür grundlegende umweltethischer Grundbegriffe, Positionen und Argumentationlinien, die Sie in kleineren Übungen erprobt und hinterfragt haben. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| 853-0061-00L | Einführung in die Cybersicherheitspolitik | W | 3 KP | 2G | M. Dunn Cavelty, F. J. Egloff | |||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Die Vorlesung gibt eine Einführung in die globale Politik der Cyber-Sicherheit. Im Zentrum steht die Auseinandersetzung mit der strategischen Nutzung des Cyberraums durch staatliche und nichtstaatliche Akteure (Bedrohungen) und unterschiedliche Antworten auf diese neuen Herausforderungen (Gegenmassnahmen). | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Die Teilnehmer/innen lernen Vor- und Nachteile des Cyberspace als Domäne für strategisch-militärische Aktionen einzuschätzen. Sie verstehen die technischen Grundlagen von Cyberoperationen und wissen, wie Technik und Politik in diesem Bereich miteinander verzahnt sind. Sie verstehen die Gefahrenlage und die Beweggründe von Staaten, im Cyberspace offensiv und defensiv tätig zu werden ebenso gut wie die Konsequenzen für die internationale Politik. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | Wir beginnen mit einer Übersicht über die Cybersicherheitspolitik von 1980 bis heute und schauen uns an, welche Ereignisse und Akteure zentral für die Entwicklung des Themas zu einem sicherheitspolitischen Dauerbrenner waren. Nachdem wir uns mit den technischen Grundlagen vertraut gemacht haben, schauen wir verschiedene Gewaltphänomene und Trends in Cyberkonflikten an (Technik im sozialen und politischen Gebrauch). Danach wenden wir uns den Abwehrstrategien zu: Nationale Cybersicherheitsstrategien werden verglichen, internationale Normen untersucht und Konzepte wie Cybermacht und Cyberabschreckung kritisch hinterfragt (Technik im sozialen und poltischen Regulierungskontext). | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | Zu Beginn des Semesters wird ein Skript abgegeben, welches die Literatur kommentiert und die wichtigsten Themen zusammenfasst. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | Literatur für jede Sitzung wird auf Moodle zur Verfügung gestellt. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | Die Vorlesung wird durch eine Moodle-Plattform unterstützt. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 853-8002-00L | Die Rolle von Technologie in nationaler und internationaler Sicherheitspolitik | W | 3 KP | 2G | O. Thränert, A. Dossi, M. Leese, N. Masuhr | |||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Die Vorlesung gibt eine Einführung in die Rolle von Sicherheits- und Militärtechnologien in der Formulierung und Umsetzung nationaler und internationaler Sicherheitspolitiken. Im Zentrum stehen Herausforderungen durch neue und sich in der Entwicklung befindliche Technologien, der Wandel militärischer Kapazitäten, und die Frage der Regulation. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Die Teilnehmer/innen bekommen einen vertieften Überblick über die vielfältigen Bereiche, in denen Technologie Teil von Sicherheitspolitik und Sicherheitspraktiken wird, sowohl in zivilen als auch in militärischen Kontexten. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | Der erste Teil befasst sich mit den vielgestaltigen und komplexen Beziehungen zwischen Konzepten nationaler und internationaler Sicherheit, der Förderung von Forschung und Entwicklung, ökonomischen Aspekten von Technologie, und Aussenpolitik und Diplomatie. Der zweite Teil behandelt die Auswirkungen von neuen Technologien auf militärische Kapazitäten, strategische Optionen, und Militärdoktrinen in Krieg und Frieden. Der dritte Teil konzentriert sich auf regulatorische Herausforderungen, die aus der Implementierung und der globalen Weiterverbreitung von Technologie resultieren. Der letzte Teil schliesslich beschäftigt sich mit den Herausforderungen für den Staat im Umgang mit neuen und noch in der Entwicklung befindlicher Technologien, vorrangig in den sensiblen Bereich der Rüstungsbeschaffung und des nachrichtendienstlichen Einsatzes. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | Literatur für die einzelnen Sitzungen wird auf Moodle bereitgestellt. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | Die Vorlesung wird durch eine Moodle-Plattform unterstützt. Bei Fragen zur Lehrveranstaltung wenden Sie sich bitte an Quentin Merle, quentin.merle@sipo.gess.ethz.ch. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 851-0742-01L | Contract Design II Findet dieses Semester nicht statt. To be considered for Contract Design II, you must have completed Contract Design I in the same semester. Students can only register for Contract Design II after having obtained approval by Prof. Stremitzer. | W | 1 KP | 1U | A. Stremitzer | |||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Contract Design II is a masterclass in the form of an interactive clinic that allows you to deepen your understanding of contracting by applying insights from Contract Design I to a comprehensive case study. Together with your classmates, you are going to advise a (hypothetical) client organization planning to enter a complex transaction on how to structure the underlying contract. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | There is a possibility that representatives from companies that were previously engaged in similar deals will visit us in class and tell you about their experience firsthand. In Contract Design I, you will receive more detailed information on the content and learning objectives of Contract Design II. If you have urgent questions, please do not hesitate to send an e-mail to Professor Stremitzer’s Teaching Assistant Diego Caldera (diegoalberto.calderaherrera@uzh.ch). | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | To enable you to work under the close supervision of your professor and his team, only a small group of students with backgrounds in law, business, or engineering is admitted to this course. This simulation is time-consuming and challenging. Hence, we can only admit the most successful and motivated students to this class. Further information on the application process will follow. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| 851-0391-00L | Focus on the Human: Human-Centered Security and Privacy Lab The course is particularly suitable for all students who have already completed the course “Human-centered IT Security and Privacy” as some of the concepts introduced will practically be applied in this course. However, the relevant literature and necessary material will be provided to all students and basic concepts will be briefly summarized so that all interested students can participate. | W | 3 KP | 2S | V. Zimmermann, L. Schöni | |||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | After an introduction on usable security as the intersection of computer science and psychology, students will form teams and work on exemplary security- or privacy-related research questions. The teams will develop and evaluate a concept for a human-centered solution. Through input sessions and milestone presentations the human perspective will be incorporated and reflected upon. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | The course makes students experience an exemplary human-centered design process. They will learn about and practically apply human-centered design and evaluation methods that will allow them to view their solution from the human perspective, e.g., the user, developer or website owner perspective. By taking part in the evaluation of other teams, they will also take the user perspective themselves. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | At the beginning of the course, the students will receive an introduction to usable IT security and privacy and relevant concepts. Afterwards, a selection of current research questions from that area will be presented. The students form teams and select one of the proposed research questions. This question will accompany the students throughout the semester. They will design and evaluate a concept for a human-centered solution to that question. To be able to do so, they will receive input on human-centered design and evaluation tools. Their progress and the inclusion of the human perspective will be subject to feedback in milestone presentations. The students’ human-centered solution can take the form of a concept (e.g., a concept for a product or app), interface (e.g., a visual or tangible interface), or prototype (e.g., sketches, a click-dummy or a built prototype). The solution will then be subject to evaluations. The solutions will be user-tested by members of other teams that thereby take the perspective of a user themselves. In addition, the solutions will be analyzed from different stakeholders’ perspectives, such as developers or website owners. Finally, the students will reflect on potential changes that results from the evaluations and their consequences. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | Literature Recommendations: Adams, A., & Sasse, M. A. (1999). Users are not the enemy. Communications of the ACM, 42(12), 40-46. Cranor, L. F., & Garfinkel, S. (2005). Security and usability: designing secure systems that people can use. " O'Reilly Media, Inc.". Diefenbach, S., & Hassenzahl, M. (2017). Psychologie in der nutzerzentrierten Produktgestaltung: Mensch-Technik-Interaktion-Erlebnis. Springer-Verlag. Diefenbach, S., & Hassenzahl, M. (2010). Handbuch zur Fun-ni Toolbox–User Experience Evaluation auf drei Ebenen. Dix, A., & Finlay, J., Abowd, G., Beale, R. (2004). Human-computer interaction. Pearson - PRENTICE HALL. Garfinkel, S., & Lipford, H. R. (2014). Usable security: History, themes, and challenges. Synthesis Lectures on Information Security, Privacy, and Trust, 5(2), 1-124. Nielsen, J. (1999). Designing web usability: The practice of simplicity. New Riders Publishing. Norman, D. (2013). The design of everyday things: Revised and expanded edition. Basic Books (AZ). Reuter, C. (2018). Sicherheitskritische Mensch-Computer-Interaktion. Wiesbaden: Springer Fachmedien Wiesbaden. Sarodnick, F., & Brau, H. (2006). Methoden der Usability Evaluation. Verlag Hans Huber. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | This course is especially recommended after having participated in the related lecture/exercise "851-0390-00 G Human-Centered IT Security and Privacy". However, previous participantion in the lecture is not a requirement. Additional material will be made available so that also students with no prior knowledge in that area can participate. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 851-0196-00L | Philosophy of Pure and Applied Mathematics: From Foundations to Practice | W | 3 KP | 2S | Y. P.‑H. Hamami | |||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | This course is a general introduction to the philosophy of mathematics for science, mathematics and engineering students. It will introduce the main views and debates on the nature of mathematics present in contemporary philosophy. A special focus will be put on questions pertaining to the foundations of mathematics as well as on philosophical issues emerging from actual mathematical practice. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | The objective of this course is to help students develop a reflective stance on what mathematics is and on its special place in the landscape of human knowledge. We expect students to be able to report the main philosophical conceptions of what mathematics is. We also expect them to be familiar with key debates in the philosophy of mathematics. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | This course is a general introduction to the philosophy of mathematics for science, mathematics and engineering students. It will introduce the main views and debates on the nature of mathematics present in contemporary philosophy. A special focus will be put on questions pertaining to the foundations of mathematics as well as on philosophical issues emerging from the actual practice of mathematics. The course is composed of four parts. Part I: Foundations of Mathematics. In this first part of the course, we will present the debates concerning the foundations of mathematics at the turn of the twentieth century. We will review the three main philosophical conceptions of mathematics developed during this period: logicism, formalism and intuitionism. Part II: Ontology and Epistemology of Mathematical Objects What is the nature of mathematical objects? And how can we acquire knowledge about them? Here we will present several ways of approaching these questions. We will discuss philosophical views that conceive mathematical objects as similar to physical objects, as creations of the human mind, as fictional characters, and as places in larger structures. We will see the strengths and weaknesses of these different views. Part III: Philosophy of Mathematical Practice In this part of the course, we will be concerned with a recent movement in the philosophy of mathematics dealing with the actual practice of mathematics. We will see two trends of research developed within this tradition. The first one aims to explain how we can think and reason mathematically with non-linguistic representations such as diagrams and symbolic notations. The second one asks whether there could be such things as explanations in mathematics and if yes what they are. The paradigmatic examples we will discuss here are mathematical proofs that not only establish that a theorem is true but also explain why it is true. Part IV: The Applicability of Mathematics to the Natural World It is a truism that mathematics is used everywhere in the natural and social sciences. But how come that mathematics applies so well to the natural world? If mathematics is just a pure game with symbols, or a pure invention of the human mind, it seems difficult to explain why it is so useful when formulating scientific theories about the world. In this part of the course, we will discuss this problem known as the applicability of mathematics, and we will see different philosophical solutions that have been developed to address it. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
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