Suchergebnis: Katalogdaten im Herbstsemester 2024
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| Nummer | Titel | Typ | ECTS | Umfang | Dozierende | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 860-0011-00L | Complex Social Systems: Modeling Agents, Learning, and Games - With Coding Project  Prerequisites: Good mathematical skills, basic programming skills, elementary probability and statistics. | W | 6 KP | 2S + 2A | D. N. Dailisan, D. Helbing, D. Carpentras | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | This course introduces mathematical and computational models to study techno-socio-economic systems and the process of scientific research. Students develop a significant project to tackle techno-socio-economic challenges in application domains of complex systems. They are expected to implement a model and communicating their results through a seminar thesis and a short oral presentation. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | The students are expected to know a programming language and environment (Python, Java or Matlab) as a tool to solve various scientific problems. The use of a high-level programming environment makes it possible to quickly find numerical solutions to a wide range of scientific problems. Students will learn to take advantage of a rich set of tools to present their results numerically and graphically. The students should be able to implement simulation models and document their skills through a seminar thesis and finally give a short oral presentation. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | Students are expected to implement themselves models of various social processes and systems, including agent-based models, complex networks models, decision making, group dynamics, human crowds, or game-theoretical models. Credit points are finally earned for the implementation of a mathematical or empirical model from the complexity science literature and the documentation in a seminar thesis. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | The lecture slides will be presented on the course web page after each lecture. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | Agent-Based Modeling https://link.springer.com/chapter/10.1007/978-3-642-24004-1_2 Social Self-Organization https://www.springer.com/gp/book/9783642240034 Traffic and related self-driven many-particle systems Reviews of Modern Physics 73, 1067 https://journals.aps.org/rmp/abstract/10.1103/RevModPhys.73.1067 An Analytical Theory of Traffic Flow (collection of papers) https://www.researchgate.net/publication/261629187 Pedestrian, Crowd, and Evacuation Dynamics https://www.research-collection.ethz.ch/handle/20.500.11850/45424 The hidden geometry of complex, network-driven contagion phenomena (relevant for modeling pandemic spread) https://science.sciencemag.org/content/342/6164/1337 Further literature will be recommended in the lectures. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | The number of participants is limited to the size of the available computer teaching room. The source code related to the seminar thesis should be well enough documented. Good programming skills and a good understanding of probability & statistics and calculus are expected. Students need to present a new subject, for which they have not earned any credit points before. Good scientific practices, in particular citation and quotation rules, must be properly complied with. Chatham House rules apply to this course. Materials may not be shared without previous written permission. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 101-0417-00L | Transport Planning Methods | W | 6 KP | 4G | E. Heinen | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | The course provides the necessary knowledge to develop models to understand, to support and to evaluate the solution of given planning problems. The course is composed of a lecture part, providing the theoretical knowledge, and an applied part in which students develop their own models in order to evaluate a transport project/policy. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | - Appraise the role of theory and data in transport planning - Differentiate and appraise different transport planning methods (causality, 4 stage and agent based modeling, cost-benefit analysis) - Construct a transport model by statistical methods and algorithms commonly used in transport planning - Propose a modeling framework to analyze transport planning challenges. a decision-making supporting tool | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | The course provides the necessary knowledge to develop models to understand travel behaviour and travel demand, and to support the solution of given planning problems. It also introduces cost-benefit analysis as a decision-making tool. Examples of such planning problems are the estimation of traffic volumes, prediction of estimated utilization of new public transport lines, and evaluation of effects (e.g. change in emissions of a city) triggered by building new infrastructure and changes to operational regulations. To cope with that, the problem is divided into sub-problems, which are solved using various statistical models and algorithms. The course is composed of a lecture part, providing the theoretical knowledge, and an applied part in which students develop their own models in order to analyse travel behaviour, develop a traditional transport model and to evaluate a transport project/ policy by means of cost-benefit analysis. Regular lab session take place to guide and support students with the applied part of the course. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | Moodle platform (enrollment needed) | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | Willumsen, P. and J. de D. Ortuzar (2024) Modelling Transport, Wiley, Chichester. Van Wee, B., Annema, J.A., Banister, D. and Pudāne, B. (2023) The Transport System and Transport Policy, An Introduction. Second Edition. Cheltenham, UK • Northampton, MA, USA Pearl, J., Glymour, M., and Jewell N.P. (2016) Causal Inference in Statistics. Wiley and Sons. Cascetta, E. (2001) Transportation Systems Engineering: Theory and Methods, Kluwer Academic Publishers, Dordrecht. Sheffi, Y. (1985) Urban Transportation Networks: Equilibrium Analysis with Mathematical Programming Methods, Prentice Hall, Englewood Cliffs. Other: Schnabel, W. and D. Lohse (1997) Verkehrsplanung, 2. edn., vol. 2 of Grundlagen der Strassenverkehrstechnik und der Verkehrsplanung, Verlag für Bauwesen, Berlin. McCarthy, P.S. (2001) Transportation Economics: A case study approach, Blackwell, Oxford. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 860-0040-00L | Case Study Research Paper in Science, Technology and Policy 1 | W | 3 KP | 6A | Dozent/innen | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | In the case study research paper, students apply skills and knowledge acquired in the social sciences courses of the ISTP curriculum to address a particular societal challenge. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Students are able to apply their problem-solving and analytical skills to address a particular societal challenge. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | Based on what they have learned, or are learning, in the companion course, and the skills and knowledge acquired in the social sciences courses of the ISTP curriculum, students identify a particular policy challenge to be addressed. Coached by the instructor of the companion course, or in exceptional cases by another ISTP professor, the develop and implement their research idea, accord-ing to the ISTP guidelines to this end. The result should be a research paper of around 4’000 words (all inclusive, except appendices) that will be graded by the supervisor on the 1-6 scale, based on a grading scheme for this purpose. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | Students can enroll in this unit exclusively in combination with another (companion) course to complete the Case Study requirements in the MSc ISTP. The unit allows students to carry out case studies on specific policy issues based on their individual preferences. The companion course should have a policy focus or deal with a policy rele-vant issue and can be taken either in parallel or prior to the Case Study Research Pa-per unit. The instructor of the companion course should be able and willing to also serve as the supervisor of the associated case study paper. After successfully completing the companion course and the research paper, the student office will assign both courses to the category case studies. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 860-0040-01L | Case Study Research Paper in Science, Technology and Policy 2 | W | 3 KP | 6A | Dozent/innen | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | In the case study research paper, students apply skills and knowledge acquired in the social sciences courses of the ISTP curriculum to address a particular so-cietal challenge. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Students are able to apply their problem-solving and analytical skills to address a particular societal challenge. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | Based on what they have learned, or are learning, in the companion course, and the skills and knowledge acquired in the social sciences courses of the ISTP curriculum, students identify a particular policy challenge to be addressed. Coached by the instructor of the companion course, or in exceptional cases by another ISTP professor, the develop and implement their research idea, accord-ing to the ISTP guidelines to this end. The result should be a research paper of around 4’000 words (all inclusive, except appendices) that will be graded by the supervisor on the 1-6 scale, based on a grading scheme for this purpose. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | Students can enroll in this unit exclusively in combination with another (companion) course to complete the Case Study requirements in the MSc ISTP. The unit allows students to carry out case studies on specific policy issues based on their individual preferences. The companion course should have a policy focus or deal with a policy rele-vant issue and can be taken either in parallel or prior to the Case Study Research Paper unit. The instructor of the companion course should be able and willing to also serve as the supervisor of the associated case study paper. In the case study research paper, students apply skills and knowledge acquired in the social sciences courses of the ISTP curriculum to address a particular societal challenge. After successfully completing the companion course and the research paper, the student office will assign both courses to the category case studies. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 851-0760-00L | Building a Robot Judge: Data Science for Decision-Making Findet dieses Semester nicht statt. 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. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 701-1563-00L | Climate Policy | W | 6 KP | 4G | A. Patt, S. Hanger-Kopp | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | This course provides an in-depth of analysis both of the theoretical underpinnings to different approaches to climate policy at the international and national levels, and how these different approaches have played out in practice. Students will learn how legislative frameworks have developed over the last 25 years, and also be able to appraise those frameworks critically. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | The goal is to give students a glimpse into the enormous complexity of this policy area, an understanding of some of the many debates that are currently raging (of which the debate about whether climate change is actually real is probably the least complicated or interesting). We want to give students the ability to evaluate policy arguments made by politicians, experts, and academics with a critical eye, informed by a knowledge of history, an understanding of the theoretical underpinnings, and the results of empirical testing of different strategies. A student taking this course ought to be able to step into an NGO or government agency involved in climate policy analysis or political advocacy, and immediately be able to make an informed and creative contribution. Moreover, by experiencing the depth of this policy area, students should be able to appreciate the complexity inherent in all policy areas. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | Climate change is one of the defining challenges of our time, touching all aspects of the environment and of society. There is broad recognition (although with some dissent) that governments ought to do something about it: making sure that emissions of greenhouse gases (GHGs) stop within the next 20 to 30 years; helping people to adapt to the consequences of the climate change to which we have already committed ourselves; and, most controversially, perhaps taking measures to actively remove GHG’s from the atmosphere, or to alter the radiation balance of the Earth through solar engineering. It’s a complicated set of problems, especially the first of these, known as mitigation. Fundamentally this is because it means doing something that humanity has never really tried before at a planetary scale: deliberately altering the ways the we produce, convert, and consume energy, which is at the heart of modern society. Modern society – the entire anthropocene – grew up on fossil fuels, and the huge benefits they offered in terms of energy that was inexpensive, easy to transport and store, and very dense in terms of its energy content per unit mass or volume. How to manage a society of over 7 billion people, at anything like today’s living standards, without the benefits of that energy, is a question for which there is no easy answer. There are also other challenges outside of energy. How do we build houses, office buildings, and infrastructure networks without cement, a substance that releases large amounts of CO2 as it hardens? How do we reverse the pace of deforestation, particularly in developing countries? How do we eliminate the GHG emissions from agriculture: the methane from cows’ bellies and rice paddies, together with the chemicals that enter the atmosphere from the application of fertilizer? These are all tough questions at a technical level, but even tougher when you consider that governments typically need to employ indirect methods to get these things to happen. Arguably a government could simply pass a law that forbids people from using fossil fuels. But politically this is simply unrealistic, at least while so many people depend on fossil fuels in their daily lives. What is to be done? For this, one needs to turn to various ideas about how government can and should influence society. On the one hand are ideas suggesting that government ought to play a very limited role, relative to private actors, and should step in only to correct “market failures,” with interventions designed specifically around that failure. On the other hand are ideas suggesting that government (meaning all of us, working together through a democratic process) is the appropriate decision-making body for core decisions on where society can and should go. These issues come to the fore in climate policy discussions and debates. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | There will be reading assignments for select classes. All of these will be posted in PDF format on a course Moodle. In addition, there will be one books and one report to be read over the course of the semester. They are: Ministry of the Future, by Kim Stanley Robinson Ten Principles for Policy Making in the Energy Transition, by Laura Diaz Anadon et al. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 063-0859-24L | Subject Semester HS24 (Fachsemester) in the Field of History and Theory of Urban Design (Avermaete) Findet dieses Semester nicht statt. A student can only register once for a "Fachsemester" during the Master studies! The application deadline for this "Fachsemester" 4.9.2024, 8 p.m. You will receive a message about acceptance or rejection for the subject semester by 5.9.2024, 2 p.m. at the latest. Students who have been rejected have the opportunity to choose a design class (enrollment ends on 5.9.2024, at 6 p.m.).“ | W | 14 KP | 29A | T. Avermaete | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | This Research Studio focuses on the entanglements of the architectural and urban histories of Switzerland and the history of global colonialism. Through architecture-specific research methods, it investigates how centuries of colonialism have historically influenced the aesthetic, construction and craft cultures of Swiss cities, and explores ways to engage with these contested legacies today. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | The Research Studio has two main objectives: 1. Archaeology of Swiss Coloniality. First, students will develop an ‘archaeology’ of the historical entanglements of Swiss industry with global colonialism. In this part, the studio work is understood as an archaeological venture, digging up traces of the past. Students will systematically probe the built environment of Switzerland for traces and influences of global colonialism and its aftermath. The result will be a catalogue of colonial entanglements, illustrating how they are inscribed into architectural and urban figures and how they continue to impact the urban fabric of Switzerland and its industry. 2. Processing Swiss Coloniality. In a second step, students will attempt to ‘process’ the enduring impact of Swiss Coloniality. Based on the 'Archaeology,’ students will explore the inherent logics of global colonialism in relation to Swiss industry as it impacts the present. The central idea is to avoid considering the past as a closed chapter, but as an ongoing process and condition of coloniality that still structures our present and future, which needs acknowledgement and dialogue. Students will be asked, using the tools of the architect, to explore strategies to represent these entanglements and suggest openings for repair where needed. Based on these main objectives, this course will: - offer students an overview of the most important historical and contemporary contributions to debates on postcolonial and decolonial theory and the entanglement of Switzerland’s industry with global colonialism; - equip students to reflect critically upon the manifestations of Swiss Coloniality in the built environment with the help of both theoretical and historical perspectives; - make students aware that the production of the city is not a neutral given but is always shaped by cultural values, assumptions, and expectations, which impact the everyday environment and, as such, condition inhabitants and users; - help students to position themselves within current debates on cities, urban development, and urban life in relation to broader challenges such as sustainability and social inequality. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | Swiss Coloniality Cities have never been isolated entities and have always existed by grace of the myriad connections with their hinterland. Throughout the past centuries, and especially since the 15th century onwards, these connections have become increasingly far-reaching across the globe, and the history of urban development in areas such as Europe has been intricately entwined with conditions and realities elsewhere. As such, urban history cannot be seen as entirely separate from global colonialism and its aftermath. While designing and constructing the architecture of the city, architects, urban designers, builders, and inhabitants also inevitably take part in the wider ecologies of material and immaterial flows that are shaped by and contribute to a global system of inequality. Not uncoincidentally, the metropole – a key term of colonial history – finds its roots in the political urban figure of the polis and identifies the center-periphery relationship between the ‘motherland’ and its hinterland. The metropole is the place from where power is exercised over foreign territories and the place that reaps the fruits of this exercising of power. While Switzerland never had colonies of its own, it was nevertheless in many ways involved in and contributed to the history of global colonialism: by taking part in the economy sustained by colonialism, by financing and securing slave trade, by contributing to race-based science practices, etc. So, despite being a country without colonies, what if we consider Switzerland and its position in the world from the perspective of the colonial metropole? What would be the specific architectural and urban dimension of this figure of Metropole Switzerland? In raising such questions, in this Research Studio, we aim to focus on the entanglements of the architectural and urban histories of Switzerland and the history of global colonialism. Starting to answer such questions requires a widened understanding of colonialism and its impact, which has been grasped with the notion of coloniality in recent debates. While colonialism refers to the historically specific phenomenon of one area of the world colonizing another, settling on foreign land, extracting its resources, and violently disciplining its inhabitants, the term coloniality refers to the more long-lasting processes and indirect effects that are the result of centuries of colonialism, and that mark a landscape of global inequality, even after the ‘official’ reign of colonialism has ended. In this sense, the disparity between the so-called ‘Global North’ and ‘Global South’, and the way in which a country such as Switzerland is still profiting from an advantageous position in this globally unequal world, can be considered the result of centuries of colonialism, and to be still part of a condition of coloniality. As this condition is a two-sided and mutually inflictive phenomenon, to unravel the knot of Swiss coloniality, we not only aim to investigate how Switzerland was implicated in activities abroad but also, conversely, how these activities have impacted Switzerland. While in the fields of political, social and economic history, a revisionist effort is underway to reconsider/correct the image of Switzerland as a neutral country without colonies, in the field of architecture and urban history, however, we are yet to unravel the impact of this entanglement on the built environment, and, more widely, on the aesthetic, material and craft cultures of Swiss cities. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | Methodology The overarching hypothesis of this Research Studio is that historical and theoretical research can profit profoundly from the use of the tools and knowledge of architects. On the one hand, the spatial, formal, material, and constructive knowledge gained throughout architectural studies will guide the historical research in the archives, in the library, and/or in the city itself and will allow students to articulate specifically architectural interpretations of the materials they find. On the other hand, the Studio explicitly asks students to employ specific architectural tools such as drawing, writing and model-making to explore the historical and theoretical realities that are being investigated. By actively reflecting on the composition of a varied set of analytical and interpretative drawings, texts, and models, students will probe the capacity of these media to act as tools for historical and theoretical research. Within the general theme of Swiss Coloniality, students will be guided to identify their own subtheme, which will require exploring their own specific research methodologies. These architecture-specific methodologies will be strategically chosen to discuss specific aspects of society: political, economic, social, cultural, or otherwise. Thus, conjoining these ‘autonomous’ and ‘heteronomous’ dimensions of architecture, a new understanding of the city and our built environment is developed that allows us to answer (some of) the research questions mentioned previously. Research process Students will be guided through three phases with different emphases: Definitions, Logics and Reinterpretations of Swiss Coloniality. The first phase, Definitions, is focused on developing an understanding of what the notion of Swiss Coloniality can entail and how it relates specifically to industry and the production of the city. This phase will allow students to become familiar with the historical and current entanglements of Switzerland with global colonialism and, by closely examining its main actors, practices, and materials, will set the stage for students to develop their own, individual research project. The second phase, Logics, is about understanding and demonstrating the inner workings and mechanisms of Swiss Coloniality. Each of the students will focus on one specific case – a material, a site, an actor, a practice, etc. – and will examine it closely through targeted archival and library research, as well as through drawing, writing, and model-making. In the third phase, Reinterpretations, students will formulate and investigate a hypothesis regarding the entanglements of Swiss industry with global colonialism. Based on this hypothesis, students will position themselves in relation to Swiss Coloniality, its history and its enduring impact. The position statement can take the form of a written text, architectural drawings and/or models and will be presented in the form of a student-curated studio exhibition and an online adaptation of it. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | Course syllabus and reader will be made available during the course's first week. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | Students can register only once for a "Fachsemester" during the Master studies. Enrollment will not take place through the D-ARCH website. To enroll for this Fachsemester please send an e-mail to sebastiaan.loosen@gta.arch.ethz.ch by Wednesday 6 September 2023, 8PM. If necessary, available places will be allocated firstly conform the A-B-C-studio priority system, and secondly, randomly. You will receive a confirmation by Thursday 7 September 2023, 12AM (noon). In case of over-applications, students who are not selected have the opportunity to choose a regular design studio through the D-ARCH website (enrollment ends on September 7, at 6 p.m.). The Research Studio is self-dependent work and tutoring takes place on Tuesdays and Wednesdays. Further course information on https://avermaete.arch.ethz.ch/researchstudio | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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