English

The course explores various social and ecological issues that are perpetrated by the current system of exploitation for economic gain. Students are introduced to the "flourishing business model canvas" (by Antony Upward). The components of the canvas are broadly discussed throughout the duration of the module, and familiarization with grand societal challenges and entrepreneurial approaches to them. Students work in teams during lecture time to analyze existing sustainable business models and understand how they are aiming to solve problems while delivering social and ecological value. Other sustainability related issues are discussed in class. Team work, open group discussions and utilization of the business model canvas foster sustainable entrepreneurial competencies such as cooperation, individual reflexivity, and initial strategic and systems thinking.

This course introduces principles of diffusional separation processes for simple gas-liquid and liquid systems. It includes qualitative and quantitative analysis of binary distillation, absorption and stripping of single solutes between immiscible gas and liquid phases, and liquid-liquid extraction between immiscible phases. Brief consideration is given to the economic viability of separation processes. 

This course introduces the basics of business analytics, which uses data and models to make business decisions. It focuses on descriptive analytics and predictive analytics, and covers detailed topics such as data management, data visualization and summary, hypothesis testing, linear regression models, logistic regression models, decision trees, and data mining. The goal of this course is for students to 1) identify key factors in business decisions, 2) apply various tools and techniques to make evidence-based business decisions, and 3) effectively explain and communicate those decisions to various audiences and stakeholders. 

We use language all the time to express our thoughts and understand others. But how does language work? Key questions covered in this course include: how do names refer to an object? Do words mean whatever we intend or use them to mean? What role does convention play in fixing meanings? Are our terms vague, or precise? Can a person have a private language? How do we communicate beyond the literal? What are speech acts and are they available to everyone in our society? All of these questions are of interest in their own right, and also have applications to further issues in philosophy and beyond.

In this course, students demonstrate independence and originality in order to plan and organize a large project over an extended period, and to put into practice prior engineering knowledge, skills, and research methods that they have learned throughout the course. Students demonstrate their ability to apply previously taught knowledge and skills to a substantial problem in computing; conduct an independent investigation and apply cutting-edge research, methods, and thinking appropriate to the problem; present complex technical material orally to a mixed audience; and exercise scientific writing skills by way of a substantial written report, summarizing their findings.

This course offers a range of approaches to contemporary conversations around embodiment and ideas of normativity. In particular, it familiarizes students with representations of physical and mental difference in film, social media, and literature within and beyond European and North American contexts. Featured themes include disability and identity, health and constructions of the self, mental difference, and the quest for political recognition.

In this course, students explore ten of the “big questions”: What do I know? What is consciousness? Who am I, and do I exist? Do I have free will? Does God exist? What are space and time? What are numbers? What should I do? What is justice? What is the meaning of life? To find answers to these questions, students learn essential skills of a philosopher: first, reading philosophical texts, focusing on how to extract and present a philosophical thesis and argument in a clear, logical way; and second, practicing creative, critical thinking and impromptu discussions by participating in philosophical discourse with peers. Students also learn to write philosophical arguments of their own in essay-form.

Since the 1990s the term “new media” has become associated with digital media, but throughout the 20th century it was used to refer to any image technology of recent vintage. Thus, during the 1920s, artists would refer to photography or film as “new media.” This seminar picks up this history at a later point, in the late 1960s, when the “electronic” medium of video became available to visual artists. It traces how video was adopted by European and American artists and, in particular, how the medium was defined in relation to more conventional media, such as painting or sculpture, or in relation to television as a mass medium. Certain unique characteristics of video can be highlighted (e.g. liveness or feedback), however not all artists who used video were concerned with establishing a separate “discipline” of video art. Video was also instrumental to a form of “artivism” during the seventies, which mirrors comparable developments in contemporary art. Today, the terms “film” and “video” tend to be used interchangeably, but this is largely due to the introduction of digital video in the 1990s. The seminar pursues a genealogy of digital art, which originates in the 1960s, and trace it into the present, discussing the role of artistic practice within an “algorithmic culture” and the impact of artificial intelligence on the current status of the image.

This course equips students with the background knowledge and understanding of concepts that link atomic and molecular physical chemistry to macroscopic behavior of gasses, liquids, and solids.

This course reviews fundamental concepts in economic theory and presents some of its most successful applications. The first part of the course consists of an introduction to auction theory. Auctions have been widely used to allocate spectrum licenses, drilling rights or central bank lending against collateral; their design is therefore of immediate practical concern. The theory, drawing on mechanism design, allows us to analyze what makes auctions desirable, how different formats compare, and tackle issues such as strategic entry, collusive behavior, or allocative externalities. The course is strictly theoretical and cover fundamental issues, most importantly the revenue equivalence theorem. From here students embark on an eclectic tour, covering issues relating to competition policy and auction design, and exploring connections with competitive markets and nonlinear pricing. The second part of the course surveys concepts in non-cooperative game theory and introduces students to game theoretic modeling in economics. After setting up the primitives of the game theory framework, different solution concepts are analyzed with an emphasis on economic applications including bargaining, voting, communication, and matching.