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1 - 10 of 50 results for: OSPOXFRD

OSPOXFRD 11: Entrepreneurship in Europe: How different is it really?

Entrepreneurship is often understood as venture capital-backed, high-growth, Silicon Valley-style venture creation. However, entrepreneurship is a more diverse phenomenon with many forms and shapes in very different contexts. By including different motivations and goals for entrepreneurial activities, such as family entrepreneurship in small and medium enterprises or necessity entrepreneurship in micro-businesses and non-US contexts, we can broaden our understanding of what entrepreneurship is and the societal and economic role it plays in our world today.
Terms: Win | Units: 4-5
Instructors: Lehmann, D. (PI)

OSPOXFRD 13: Know Thyself ! The Philosophy and Psychology of Self-Examination

The word philosophy literally means a love of wisdom. This suggests that philosophy is not a collection of theories, but an emotional attitude toward a certain way of being. A philosopher is a person who is emotionally committed to becoming wise. The maxim Know Thyself! is regarded a main guiding principle in the philosopher's search for wisdom. It points us back towards ourselves, and presents our own personality as a subject to be studied and examined critically. Many have argued that this is not optional for those who wish to live well: as Socrates put it, the unexamined life is not worth living! Over the next ten weeks, we'll ask what it means to lead an examined life. We'll start by considering the opposite attitude, of the unthinking person who no longer cares to know truth from falsehood. We'll then ask how knowing oneself may differ from knowing others. Is there anything only you can know about yourself? Are there special, introspective means of coming to know yourself? If so, more »
The word philosophy literally means a love of wisdom. This suggests that philosophy is not a collection of theories, but an emotional attitude toward a certain way of being. A philosopher is a person who is emotionally committed to becoming wise. The maxim Know Thyself! is regarded a main guiding principle in the philosopher's search for wisdom. It points us back towards ourselves, and presents our own personality as a subject to be studied and examined critically. Many have argued that this is not optional for those who wish to live well: as Socrates put it, the unexamined life is not worth living! Over the next ten weeks, we'll ask what it means to lead an examined life. We'll start by considering the opposite attitude, of the unthinking person who no longer cares to know truth from falsehood. We'll then ask how knowing oneself may differ from knowing others. Is there anything only you can know about yourself? Are there special, introspective means of coming to know yourself? If so, are they immune to error, or can you be mistaken about yourself? How can there be self-deception, where you're both the deceiver and the deceived? We cannot know ourselves fully without knowing our moral character, our virtues and vices, in addition to our thoughts and feelings and wishes. Knowing oneself is arguably a moral obligation, therefore, and thoughtlessness the hallmark of evil. Yet there is another pitfall to avoid, as self-reflection must not collapse into narcissistic self- preoccupation. This distinction will take us into the realm of the Unconscious, which by definition is not accessible to conscious reflection and thus limits how much we can know about ourselves. Despite our best efforts, it may be that we will ultimately remain a mystery to ourselves.
Terms: Win | Units: 4-5 | UG Reqs: WAY-A-II
Instructors: Petzolt, S. (PI)

OSPOXFRD 24: Layered Landscapes: Traces of the British Past

What kinds of evidence exists to allow contemporary students to evaluate a country's history of human endeavor? What different roles do buildings, monuments, and records play in forming collective memory? What other kinds of cultural objects - like art, music, and literature - create and augment varying identities within political borders? What role does a nation's established record and its interpretations play in perpetuating particular perspectives?This course asks how and why British communities and institutions preserve and sustain their material record asking how monuments were built, used, and described. We shall explore how (the potentially collective) memories of Britain are gathered, categorized, described, made accessible and felt. We shall investigate how to read the traces of landscapes layered through time, and inquire about the work archives, museums, public monuments, and tourist sites do to testify to a past that was glorious for some and deeply oppressive and violent more »
What kinds of evidence exists to allow contemporary students to evaluate a country's history of human endeavor? What different roles do buildings, monuments, and records play in forming collective memory? What other kinds of cultural objects - like art, music, and literature - create and augment varying identities within political borders? What role does a nation's established record and its interpretations play in perpetuating particular perspectives?This course asks how and why British communities and institutions preserve and sustain their material record asking how monuments were built, used, and described. We shall explore how (the potentially collective) memories of Britain are gathered, categorized, described, made accessible and felt. We shall investigate how to read the traces of landscapes layered through time, and inquire about the work archives, museums, public monuments, and tourist sites do to testify to a past that was glorious for some and deeply oppressive and violent for others. The course will introduce students to the fundamental skills and methodological framework required for working with an informed humanities expertise; a professional expertise that is critical, recognizing complexity, different viewpoints, and open-ended interpretation. Students will learn to read and interpret archival sources, and to practice the description, analysis, and public-facing discussion of primary materials. Among the places we may visit are the Bodleian Library, Oxford History Centre, and the museums in Oxford; the British Library and the British Museum in London; Stonehenge and Salisbury Cathedral in Wiltshire; Offa's Dyke (Shropshire); and a variety of monuments and preserved features in the local landscape.
Terms: Aut, Win | Units: 4-5 | UG Reqs: WAY-A-II, WAY-SI
Instructors: Treharne, E. (PI)

OSPOXFRD 66: A Model Island in Practice

This course builds on the concepts explored in 'A Model Island' with cultural engagement activities in Oxford and UK and an individual enquiry into the culture as you experience it on the BOSP Oxford Programme.
Terms: Aut, Win, Spr | Units: 1

OSPOXFRD 81: Displacement and Identity in 20th Century Europe

In Europe, Twentieth Century population movements brought about by war and destruction, and enabled by unifications and peace. Using the methods of cultural history, examine the memoirs and biographies of European academics and intellectuals, with a special focus on those who relocated to Oxford University, as they reflect on the meaning of these relocations for their sense of self.
Terms: Win | Units: 4-5
Instructors: Solywoda, S. (PI)

OSPOXFRD 85: Practical Ethics for Artificial Intelligence

AI has attracted significant attention in the last year, initially due to the release of ChatGPT, followed by backlash and efforts at creating effective regulation. Questions of ethics underlie every aspect of AI, beginning with the question of whether it is even coherent to speak of an intelligence other than humans. This course presents current ethical issues in the development and application of artificial intelligence through a series of recent case studies. We will spend the first part of the course studying major ethical frameworks (consequentialism, deontology, virtue ethics) and closely-linked research areas within AI and machine learning. In the second part of the course, we will apply these principles to case studies from major areas of debate in AI, with a focus on the translation of ethical principles into practical decisions.The first examples from AI we will cover are existential risks in the context of utilitarianism, the "hidden" labour force of AI in the context of deo more »
AI has attracted significant attention in the last year, initially due to the release of ChatGPT, followed by backlash and efforts at creating effective regulation. Questions of ethics underlie every aspect of AI, beginning with the question of whether it is even coherent to speak of an intelligence other than humans. This course presents current ethical issues in the development and application of artificial intelligence through a series of recent case studies. We will spend the first part of the course studying major ethical frameworks (consequentialism, deontology, virtue ethics) and closely-linked research areas within AI and machine learning. In the second part of the course, we will apply these principles to case studies from major areas of debate in AI, with a focus on the translation of ethical principles into practical decisions.The first examples from AI we will cover are existential risks in the context of utilitarianism, the "hidden" labour force of AI in the context of deontology, and the problem of replacing humans in the context of virtue ethics. For the case studies, we will first study fairness and bias in the training and deployment of machine learning models. We will ask what it means for an AI system to be "fair", and how to regulate models which are not interpretable. This is followed by the problems of copyright and large scale training datasets for generative AI models, where we will ask what constitutes unfair use of existing material when it is only being used to train. We continue in a more hypothetical lens with a discussion of whether or not an AI system could be a moral agent or patient, and what rights a non-human intelligence might have. Finally, we conclude with the alignment problem, where we focus on the practical challenges of value alignment and the plausibility of finding a set of values which could be universally accepted. In the last week of the course, students apply their learnings with group presentations on published academic research, unpacking the ethical questions underlying technical developments
Terms: Win | Units: 4-5 | UG Reqs: WAY-ER
Instructors: Bean, A. (PI)

OSPOXFRD 195A: Tutorial in Anthropology

OSPOXFRD 195A - Tutorial in Anthropology
Terms: Aut, Win, Spr | Units: 6-7 | Repeatable 6 times (up to 42 units total)
Instructors: Solywoda, S. (PI)

OSPOXFRD 195B: Tutorial in Biology

OSPOXFRD 195B - Tutorial in Biology
Terms: Aut, Win, Spr | Units: 6-7 | Repeatable 6 times (up to 42 units total)
Instructors: Solywoda, S. (PI)

OSPOXFRD 195F: Tutorial in Economics

OSPOXFRD 195F - Tutorial in Economics
Terms: Aut, Win, Spr | Units: 6-7 | Repeatable 6 times (up to 42 units total)

OSPOXFRD 195H: Tutorial in Engineering

May be repeat for credit.
Terms: Aut, Win, Spr | Units: 6-7 | Repeatable 6 times (up to 42 units total)
Instructors: Solywoda, S. (PI)
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