Online courses directory (10358)
This course proposes an introduction and overview of the history and practice of generative arts and computational creativity with an emphasis on the formal paradigms and algorithms used for generation.
On the technical side, we will study core techniques from mathematics, artificial intelligence, and artificial life that are used by artists, designers and musicians across the creative industry. We will start with processes involving chance operations, chaos theory and fractals and move on to see how stochastic processes, and rule-based approaches can be used to explore creative spaces. We will study agents and multi-agent systems and delve into cellular automata, and virtual ecosystems to explore their potential to create novel and valuable artifacts and aesthetic experiences.
The presentation is illustrated by numerous examples from past and current productions across creative practices such as visual art, new media, music, poetry, literature, performing arts, design, architecture, games, robot-art, bio-art and net-art. Students get to practice these algorithms first hand and develop new generative pieces through assignments and projects in MAX. Finally, the course addresses relevant philosophical, and societal debates associated with the automation of creative tasks.
Music for this course was composed with the StyleMachineLite Max for Live engine of Metacreative Inc.
Artistic direction: Philippe Pasquier, Programmation: Arne Eigenfeldt, Sound Production: Philippe Bertrand
To acquire an understanding of the fundamental concepts of genomics and biotechnology, and their implications for human biology, evolution, medicine, social policy and individual life path choices in the 21st century.
This course deals with the specific functions of neurons, the interactions of neurons in development, and the organization of neuronal ensembles to produce behavior. Topics covered include the analysis of mutations, and molecular analysis of the genes required for nervous system function. In particular, this course focuses on research work done with nematodes, fruit flies, mice, and humans.
¿Es el ADN un microchip que nos guía por la vida? ¿Somos los seres humanos parte de la evolución?¿Por qué no hay dos personas iguales? Este curso ofrece una aproximación cercana y comprensible a las disciplinas de la genética y la evolución, para exponer la importancia de conceptos como ADN, gen, cromosoma, mutación, o selección natural, revelando cómo se interrelacionan de forma accesible cualquier persona interesada. Para ello se emplean ejemplos y demostraciones que facilitan la comprensión de todos los aspectos relevantes, así como permiten que el estudiante detecte la importancia de estas disciplinas en su propio entorno.
El curso analiza en detalle los mecanismos evolutivos, la especiación y el origen de la vida y de toda la variedad de especies de bacterias, hongos, plantas y animales que existen en la Tierra. También analiza el futuro de la diversidad y del planeta, y explica lo que tenemos en común todos los seres vivos, y qué nos diferencia de los seres inertes. A lo largo de las lecciones, se explican las características del ADN y cómo almacena la información para crear vida. El origen de los distintos genes y de las distintas variantes de cada gen, así como las consecuencias que tiene su existencia: desde la determinación del grupo sanguíneo hasta el origen de enfermedades. Con especial énfasis en cómo afecta la genética a nuestra especie: hasta qué punto es responsable de nuestro comportamiento, o de la expresión de algunas de las enfermedades genéticas, del origen de algunos tipos de cáncer o de las enfermedades víricas. También propone un enfoque descriptivo de otros aspectos sorprendentes de la biología, desde cómo trabajan las hormonas hasta cómo el cerebro se encarga de recordarnos que debemos alimentarnos para sobrevivir.
En este curso adquirirás una sólida perspectiva sobre el grado de importancia de la genética en tu vida personal, en tu entorno y en nuestra sociedad. Así como alcanza un firme punto de vista sobre el papel de la evolución en el origen, mantenimiento y diversidad de especies. La formación ofrecida en las disciplinas de la genética y la evolución ofrece aptitudes complementarias para los campos de conocimiento de la biomedicina, la biotecnología o la psicología. Así como una formación global muy adecuada para estudiantes inquietos de cualquier disciplina que quieran consolidar un conocimiento sobre nuestro genoma, nuestra especie, nuestro planeta y los seres que lo habitamos.
This course discusses the principles of genetics with application to the study of biological function at the level of molecules, cells, and multicellular organisms, including humans. The topics include: structure and function of genes, chromosomes and genomes, biological variation resulting from recombination, mutation, and selection, population genetics, use of genetic methods to analyze protein function, gene regulation and inherited disease.
How have advances in genetics affected society? What do we need to know to make ethical decisions about genetic technologies? This course includes the study of cloning, genetic enhancement, and ownership of genetic information. Course participants will acquire the tools to explore the ethics of modern genetics and learn how to integrate these issues into their classrooms.
Course Summary
Genius, talent and golden mediocrity are different dimensions of human existence. Our course shows how these three dimensions manifest themselves in life and how you can fulfill your genius, abilities, talents more fully and completely.
The course is of an applied nature and is oriented to studies in the field of creative life intensification psychology, help with the experience of crises, human potential realization and care. It may be useful for professional psychologists, for specialists whose activity involves empathy, inspiration, understanding and creating of daily life, and for all who are interested in the topic. The course is made in the popular form of short videos relying on free network resources users.
What will I learn?
A phenomenological description of genius, talent and golden mediocrity as specific dimensions of human life, correction of errors and misapprehensions of common sense. We critically examine the manifestations of the studied "dimensions" (phenomena), in order that by putting off all "the supposed" we could find specific and inherent meaning. The phenomenological method is to understand and express in simple terms the fundamental structure of creative activity, to express everything that was, that is and that will be important in the psychology of creative life.
What do I need to know?
No prior knowledge of phenomenology of genius, talent and mediocrity is needed in order to attend the MOOC. General cultural knowledge, interest in creativity, phenomenology, and psychology is welcome. It is advisable to understand what benefits a person in general and a student of this course in particular to have an access for literary writings, for the environment (online in our case) to meet with people, for travels, for participation in the upbringing of children, etc. We assume that students will be quite tolerant to some uncertainty in the process of clarifying the meanings and fundamentals for the intensive creative life.
Our target audience: students of psychology, social sciences, art; professional psychologists; specialists whose activity involves empathy, inspiration, understanding and creating of daily life; everyone who is interested in the topic.
Course Structure
General Course Outline
Three chapters: Genius, Talent, Golden mediocrity.
There are three modules in each chapter.
In each module there are 6 topics.
Each module takes one week of studying.
There are 54 topics – video clips including lectures and visual examples.
After each lecture you are provided with understanding questions and creative activities.
Talent is what is given. Care for the world. Motivation.
Mediocrity is means, tools, instruments, resources. Efficiency.
Genius reveals itself.
Talent is allowed (we allow it to come out).
Mediocrity develops.
Talent and socialization
Violent mediocrity
Talented people, mediocre minds
Examples of mechanical systems
Examples of biological organisms
Examples of human will
Examples of creative events
Examples of miracles in daily life
Am I a GENIUS (intonational stress on the word “GENIUS”)
I, a genius? (intonational stress on the word “I”)
I am a genius! (inspiring statement)
Complete Course outline
GENIUS
1. Am I a GENIUS?
Very often what people think about genius is not correct.
Examples of definitions and opinions from dictionaries and textbooks.
Meanings of genius – primacy, care for fundamentals, wholeness, sufficiency, initiative.
Phenomenological thinking “Exact Fantasy” by Goethe.
Genius and evil can be combined unfortunately, more often than we can imagine.
1.1. Doubts about genius
1.2. Misbeliefs about genius
1.3. Phenomenology of doubts about genius
1.4. Method of worthy doubts about genius
1.5. Risks of doubts about genius
1.6. Examples of experience
Learning activities
2. I, a genius?
One cannot seek genius, it always ‘already exists’.
Genius is not combined with ambitions; one cannot want to become genius.
Genius is not combined with motivation, it is often contrary to the wishes.
Changing while responding.
Method of responsive phenomenology.
Genius is a trial for a person.
2.1. Doubts about your own genius
2.2. Misbeliefs about your own genius
2.3. Phenomenology of doubts about your own genius
2.4. Method of worthy doubts about your own genius
2.5. Risks of doubts about your own genius
2.6. Examples of experience
Learning activities
3. I am a genius!
“In each of us a genius is sleeping. And day by day he sleeps tighter and tighter”.
Genius holds a lot, if not everything, it doesn’t exclude mediocrity and talent. You can talk about genius mediocrity or genius talent.
A man is a genius to the extent to which he is full of initiative to life renewal.
To be a genius means to surround oneself with genius phenomena and allow others and the whole world to be genius.
3.1. Confidence in genius in general and in your own genius in particular
3.2. Misbeliefs about confidence in genius
3.3. Phenomenology of confidence in genius
3.4. Method of confidence in genius
3.5. Risks of confidence in genius
3.6. Examples of experience
Learning activities
TALENT
4. Am I talented?
By being talented we often imply abilities to create. In reality talent is an ability to repeat something.
Talent is care for the world.
Talents become obvious after we lose them.
Aiming for something that doesn’t belong to us can suppress abilities. It is a Deal with the Devil – to give away your abilities for someone’s achievements.
4.1. Doubts about talents
4.2. Misbeliefs about talents
4.3. Phenomenology of doubts about talents
4.4. Method of worthy doubts about talents
4.5. Risks of doubts about talents
4.6. Examples of experience
Learning activities
5. I, talented?
Yes, I am talented, but what are my talents?
This is my talent and I don’t have to force myself to do it.
Over-motivation.
Sensitivity.
Too serious concern about myself. Loss of humor.
5.1. Doubts about your own talents
5.2. Misbeliefs about your own talents
5.3. Phenomenology of doubts about your own talents
5.4. Method of worthy doubts about your own talents
5.5. Risks of doubts about your own talents
5.6. Examples of experience
Learning activities
6. I am talented!
To the extent to which we are connected with the world, with life.
To accept something, to enrich it and to give it to the world.
Creative self-expression and self-fulfillment.
Being obsessed with the result.
6.1. Confidence in talents in general and in your own talents in particular
6.2. Misbeliefs about confidence in talents
6.3. Phenomenology of confidence in talents
6.4. Method of confidence in talents
6.5. Risks of confidence in talents
6.6. Examples of experience
Learning activities
MEDIOCRITY (defined as such: another name for the Golden Mean was golden mediocrity)
7. Am I mediocrity?
Very often it is considered to be offensive, but to be mediocre is good if it happens at the right time.
Something average, the mean, repeating itself, normal, something between.
The principle of economy.
Identification with the means only.
7.1. Doubts about mediocrity
7.2. Misbeliefs about mediocrity
7.3. Phenomenology of doubts about mediocrity
7.4. Method of worthy doubts about mediocrity
7.5. Risks of doubts about mediocrity
7.6. Examples of experience
Learning activities
8. I, mediocrity?
Is wrongly associated with lack of talent.
To live well according to their means (without debts).
The principle of balance.
Violent mediocrity.
8.1. Doubts about your own mediocrity
8.2. Misbeliefs about your own mediocrity
8.3. Phenomenology of doubts about your own mediocrity
8.4. Method of worthy doubts about your own mediocrity
8.5. Risks of doubts about your own mediocrity
8.6. Examples of experience
Learning activities
9. I am mediocrity!
It is not correct to suggest that if I am mediocre, then I cannot be a master in something.
Freedom from circumstances and effectiveness.
The principle of sustainability in motion.
Negligence to the world and a too cautious attitude to the media (the means).
9.1. Confidence in mediocrity in general and in your own mediocrity in particular
9.2. Misbeliefs about confidence in mediocrity
9.3. Phenomenology of confidence in mediocrity
9.4. Method of confidence in mediocrity
9.5. Risks of confidence in mediocrity
9.6. Examples of experience
Learning activities
Biologists still cannot read the nucleotides of an entire genome as you would read a book from beginning to end. However, they can read short pieces of DNA. In this course, we will see how graph theory can be used to assemble genomes from these short pieces. We will further learn about brute force algorithms and apply them to sequencing mini-proteins called antibiotics. Finally, you will learn how to apply popular bioinformatics software tools to sequence the genome of a deadly Staphylococcus bacterium.
A critical, unbiased introduction to using new genomic tools for diagnosing and managing disease.
How do we infer which genes orchestrate various processes in the cell? How did humans migrate out of Africa and spread around the world? In this class, we will see that these two seemingly different questions can be addressed using similar algorithmic and machine learning techniques arising from the general problem of dividing data points into distinct clusters.
Learn to use the tools that are available from the Galaxy Project. This is the second course in the Genomic Big Data Science Specialization.
This course reviews the key genomic technologies and computational approaches that are driving advances in prognostics, diagnostics, and treatment. Throughout the semester, emphasis will return to issues surrounding the context of genomics in medicine including: what does a physician need to know? what sorts of questions will s/he likely encounter from patients? how should s/he respond? Lecturers will guide the student through real world patient-doctor interactions. Outcome considerations and socioeconomic implications of personalized medicine are also discussed. The first part of the course introduces key basic concepts of molecular biology, computational biology, and genomics. Continuing in the informatics applications portion of the course, lecturers begin each lecture block with a scenario, in order to set the stage and engage the student by showing: why is this important to know? how will the information presented be brought to bear on medical practice? The final section presents the ethical, legal, and social issues surrounding genomic medicine. A vision of how genomic medicine relates to preventative care and public health is presented in a discussion forum with the students where the following questions are explored: what is your level of preparedness now? what challenges must be met by the healthcare industry to get to where it needs to be?
Lecturers
Dr. Atul J. Butte
Dr. Steven A. Greenberg
Dr. Alvin Thong-Juak Kho
Dr. Peter Park
Dr. Marco F. Ramoni
Dr. Alberto A. Riva
Dr. Zoltan Szallasi
While the advances in genomics promise to usher a new era in medical practice and create a major paradigm shift in patient care, the ethical, legal and social impact of genomic medicine will be equally significant. The information and potential use of genomic discoveries are no longer issues left for scientists and medical professionals to handle, but have become ones for the public at large. Rarely a day passes without a genomics-related story reported in the media. By the end of this course, students will be able to better understand the field of genomics; be familiar with various online databases and resources; and understand and appreciate the medical, social, ethical, and legal issues associated with the availability of personal genomic information.
Given the diversity of the topics and the specific expertise required to cover each, this is a unique cross-disciplinary course where faculty from different disciplines including genetics, computational sciences, bioinformatics, genetic counseling, bioethics, law, and business will participate in lecturing. We have assembled a team of experts from various departments at Georgetown University and other institutions, to teach this comprehensive online genomics course.
For a detailed description of the weekly topics, see the course outline.
This course will focus on understanding aspects of modern technology displaying exponential growth curves and the impact on global quality of life through a weekly updated class project integrating knowledge and providing practical tools for political and business decision-making concerning new aspects of bioengineering, personalized medicine, genetically modified organisms, and stem cells. Interplays of economic, ethical, ecological, and biophysical modeling will be explored through multi-disciplinary teams of students, and individual brief reports.
Fantasy is currently one of the most popular genres across every platform in fiction. From film to gaming to literature, fantasy tops the charts. Why? Why do people who believe in democracy and live with the magic technology appear to long for wizards and dragons and the matters of kingship? In this class, we will explore this question, and from that base read articles, novels, write exercises and stories in this genre.
This course introduces the parallel evolution of life and the environment. Life processes are influenced by chemical and physical processes in the atmosphere, hydrosphere, cryosphere and the solid earth. In turn, life can influence chemical and physical processes on our planet. This course explores the concept of life as a geological agent and examines the interaction between biology and the earth system during the roughly 4 billion years since life first appeared.
What happens when creativity and science come together? The power to design our world is unleashed, providing tools to inform choices about how we live! Geodesign is the glue—it’s a process that deploys creativity to connect information to people, using collaboration to better inform how we design our world.
This course deals with mechanics of deformation of the crust and mantle, with emphasis on the importance of different rheological descriptions: brittle, elastic, linear and nonlinear fluids, and viscoelastic.
In this year's Geodynamics Seminar, we will explore the depth and breadth of scientific research related to Earth's present and past ice-sheets, glaciers and sea-ice, as well as extraterrestrial planetary ice.
Invited speakers have been chosen from experts in the current frontiers in ice-related research, including planetary ice, climate records from polar and tropical ice cores, the Snowball Earth, subglacial volcanoes, ice rheology, ice sheet modeling, ice microkinetics, glacial erosion and tectonics, subglacial life and polar remote sensing.
A field trip to Iceland in Summer 2006 will allow us to view some of the island's ice caps and glacial geology, the exposed mid Atlantic Ridge and evidence of ice-volcano interactions.
Geography is the study of the physical features of the Earth and its atmosphere including landscape development, weather and climate, and geologic concepts as well as the influence of human activity including cultural, economic, and political activity on those physical features. Geography students, as they study the many aspects of our physically and culturally diverse world, tend to become more adept at tasks that require both spatial and critical thinking skills. World Regional Geography covers the basic elements noted above but within a regional context. Ultimately, World Regional Geography is concerned with the physical and human characteristics that make the regions of our world distinctive. As you progress through the course, the units will discuss each major world region in detail, placing particular emphasis on cultural and societal structures. Regions will be discussed within a global framework in the hope that you will gain a better comprehension of how the world map is being defined a…
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