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. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| Nummer | Titel | Typ | ECTS | Umfang | Dozierende | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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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. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| Nummer | Titel | Typ | ECTS | Umfang | Dozierende | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 851-0101-86L | Complex Social Systems: Modeling Agents, Learning, and Games Prerequisites: Basic programming skills, elementary probability and statistics. | W | 3 KP | 2S | D. N. Dailisan, D. Carpentras, D. Helbing | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | This course introduces mathematical and computational models to study techno-socioeconomic 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 to communicate their results through a project report and a short oral presentation. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | See your own field of study in a wider context (“Science in Perspective”), e.g. see the psychological, social, economic, environmental, historical, ethical,or philosophical connections and implications. Learn to think critically and out of the box. Question what you believe you know for sure. Get to know surprising, counterintuitive properties of complex (non-linearly interacting, networked, multi-component) systems. Learn about collaboration. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | By the end of the course, the students should be able to better understand the literature on complex social systems, develop their own models for studying specific phenomena and report results according to the standards of the relevant scientific literature by presenting their results both numerically and graphically. At the end of the course, the students will deliver a report, computer code and a short oral presentation. To collect credit points, students will have to actively contribute and give a circa 30 minutes presentation in the course on a subject agreed with the lecturers, after which the presentation will be discussed. The presentation will be graded. Students are expected to implement themselves models of techno-socio-economic processes and systems, particularly 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, its presentation, and documentation by a project report. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | The lecture slides will be presented on the course Moodle 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 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 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. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kompetenzen |
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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. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 851-0196-00L | 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. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 851-0162-00L | Philosophie der Physik | W | 3 KP | 2S | M. Hampe, R. Wallny | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Genaue Lektüre und Reflexion ausgewählter Texte von Physikerinnen und Physikern (C.F. Weizsäcker, Wilczek, Susskind u.a.) zu den philosophischen Problemen und Konsequenzen ihres Fachs. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Die Teilnehmerinnen und Teilnehmer sollen ein klares Bewusstsein für die erkenntnistheoretischen, wissenschafts- und naturphilosophischen Dimensionen ihrer eigenen physikalischen Arbeit entwickeln. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | Newtons Hauptwerk von 1687 trägt noch den Titel „Mathematische Prinzipien der Naturphilosophie“. Die Trennung von Physik und Philosophie ist eine neue, die erst im 19. Jahrhundert institutionell vollzogen wurde. Seitdem gilt das Experiment nicht mehr als philosophische Methode und der Symbolismus der Mathematik ist nicht mehr Teil der Sprachen der Philosophie. Doch trotz dieser methodischen Trennung sind die Fächer inhaltlich miteinander verbunden geblieben. Das kann man an den Reflexionen von Physikern wie C. F. Weizsäcker, Frank Wilczek oder Leonard Susskind sehen, die weiterhin erkenntnistheoretische, wissenschafts- und naturphilosophische Frage betreffen. Das Seminar widmet sich diesen Äusserungen und der Frage, in welchem Verhältnis die Philosophie der Physikerinnen und Physiker zur Physik ihrer jeweiligen Zeit steht. Dabei werden Fragen der EInheit der Physik, der Emergenz von Gesetzmässigkeiten und der Schönheit bzw. Hässlichkeit des physikalischen Universums und seiner Theorien diskutiert werden. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | siehe moodle | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | Die Veranstaltung wird im Stil eines "inverted classrooms" geführt. Es wird vorausgesetzt, dass die relevanten Texte vor der Veranstaltung gelesen werden. Die Assistierenden werden hierzu Hilfestellung geben. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 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. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 860-0023-00L | International Environmental Politics Besonders geeignet für Studierende D-ITET, D-USYS. | W | 3 KP | 2V | T. Bernauer | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | This course deals with how and why international problem-solving efforts (cooperation) in environmental politics emerge and evolve, and under what circumstances such efforts are effective. Based on concepts and theories of political economy, political science, and public policy, various examples of international environmental policy-making are examined. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | The objectives in this course are to (1) gain an overview of important questions pertaining to international environmental politics from a social sciences viewpoint; (2) learn how to identify interesting/innovative questions in this policy area and how to address them in a conceptually and methodologically meaningful and insightful way; (3) gain an overview of important global and regional environmental problems and how they are or could be solved. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | This course deals with how and why international problem-solving efforts (cooperation) in environmental politics emerge and evolve, and under what circumstances such efforts are effective. Based on concepts and theories of political economy, political science, and public policy, various examples of international environmental policy-making are examined, for example international efforts to reduce air pollution, manage international water resources, mitigate and adapt to global warming, protect the stratospheric ozone layer, address biodiversity challenges, deal with plastic waste, and prevent pollution of the oceans. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | Reading materials and slides will be available via Moodle. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | Reading materials and slides will be available via Moodle. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | Access / Prerequisites The course is open to all ETH students and visiting students from other universities. Participation does not require previous coursework in the social sciences or environmental policy. This course will take place on campus (ETH Main Building, HG F.3). There will be no live-streaming, and the course is NOT in hybrid (on-campus plus online) format. However, the lecture will be recorded and the recordings will be made available via the Moodle platform for this course a few days after the respective lecture for students who are unable to attend in person. All electronic correspondence will take place via the ETH mystudies system and Moodle, so please make sure you are properly registered there with a functioning email address/account. Credits and Exam After passing a written test at the end of the course (requirement: grade 4.0 or higher) students will receive 3 ECTS credit points. The workload is around 90 hours (meetings, reading assignments, preparation of test). Visiting students (e.g., from the University of Zurich, exchange students) are subject to the same conditions. Registration of visiting students in the web-based system of ETH is compulsory. Students who obtain a grade of < 4.0 for the test will have a second chance (see table below). Students who did not participate in the test on 18 December 2023 will not have access to the repeat test unless they submit compelling and documented (e.g. medical, other exam in parallel at ETH) reasons for why they were unable to participate in the first test. It covers all contents of the lectures and the reading assignments. Visiting students (e.g., from the University of Zurich or other universities) are subject to the same conditions. Registration for the course in the mystudies system of ETH is compulsory. No separate registration for the exam is required, registration for the course as such covers everything. The exam will take place on campus, either in the F3 lecture hall or in a computer room. That is, you must be present in person at ETH Zurich on the exam date/time. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kompetenzen |
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| 851-0707-00L | Raumplanungsrecht und Umwelt Besonders geeignet für Studierende D-ARCH, D-BAUG, D-USYS. | W | 2 KP | 2G | O. Bucher | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Selbststudium mit Lösung praktischer Fallbeispiele Aufbau des schweizerischen Raumplanungsrechts, Verfassungs- und Gesetzesrecht, Raumplanung und Grundrechte, Instrumente, Anwendung, Rechtsschutz, Durchsetzung, Bearbeitung von praktischen Fällen. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Grundverständnis des Wesens und der Aufgaben der Raumplanung aus rechtlicher Sicht. Grundkenntnisse der raumplanerischen Instrumente (Richt-, Nutzungs- und Sondernutzungspläne sowie übriges Instrumentarium), Vermittlung des Bezugs zwischen Raumplanung und der verfassungsrechtlichen Ordnung, namentlich der Eigentumsgarantie (inkl. Entschädigungsordnung). Lösen von einfachen bis schwierigeren Fällen. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | Die Vorlesung basiert wesentlich auf der Mitwirkung der Studenten. Es finden 3 Sitzungen im Hörsaal statt, in welchen sich in der Praxis stellende Probleme erörtert werden. Die Vorbereitung auf die jeweiligen Sitzungen erfolgt an Hand von Fallbearbeitungen und einem Selbststudium an Hand des Lehrbuchs zum Raumplanungs- und Baurecht. Lösen von drei Aufgaben (praktischen Fällen) mit je genügender Leistung für die Erlangung der KP. Als Lernhilfe werden Anleitungen und insbesondere ein Musterfall mit Musterlösung zur Verfügung gestellt. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | Haller, Walter/Karlen, Peter, Raumplanung-, Bau- und Umweltrecht, 3.A., Zürich 1999 Hänni, Peter, Planungs-, Bau- und besonderes Umweltschutzrecht, 7.A., Bern 2021 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kompetenzen |
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| 701-0703-00L | Ethik und Umwelt (Universität Züich) 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. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 701-0747-00L | Umweltpolitik der Schweiz | W | 3 KP | 2G | E. Lieberherr | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Der Kurs vermittelt die Grundlagen der Politikfeldanalyse (Public Policy Analyse) sowie die spezifischen Charakteristika der Schweizer Umweltpolitik. Politikinstrumente, Akteure und Prozesse werden aus Sicht der Politikwissenschaften sowohl theoretisch wie auch anhand aktueller Beispiele der Schweizer Umweltpolitik empirisch aufgezeigt. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Nebst der Aneignung von Grundkenntnissen der Politikfeldanalyse trägt die Lehrveranstaltung dazu bei, sich mit aktuellen und konkreten Fragestellungen der Umweltpolitik auf analytische Weise auseinander zu setzen. Anhand von Übungen werden den Teilnehmer/-innen politikwissenschaftliche Konzepte und Analyseansätze sowie reale Entscheidungsprozesse näher gebracht. Die fundierte Auseinandersetzung mit komplexen politischen Konfliktsituationen ist eine wichtige Voraussetzung für den Einstieg in die (umweltpolitische) Praxis bzw. eine zukünftige wissenschaftliche Forschungstätigkeit. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | Die Prozesse der Umgestaltung, Übernutzung oder Zerstörung der natürlichen Umwelt durch den Menschen stellen seit jeher hohe Anforderungen an gesellschaftliche und politische Institutionen. Die Umweltpolitik umfasst in diesem Spannungsfeld zwischen Umwelt, Gesellschaft und Wirtschaft die Summe aller öffentlichen Massnahmen, deren Ziele die Beseitigung, Reduzierung oder Vermeidung von Umweltbelastungen sind. Die Lehrveranstaltung vermittelt systematische Grundlagen zu umweltpolitischen Instrumenten, Akteuren, Programmen und Prozessen sowie deren Wandel über die Zeit. Experten aus der Praxis werden uns Einblick in die aktuellsten Entwicklungen der Wald-, Wasser und Raumplanungspolitik geben. Ein wichtiger Aspekt liegt im Erkennen des Unterschiedes zwischen Politik und Politikwissenschaft. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | Ein Skript und zusätzliche Vorlesungsunterlagen zu den Übungen werden auf Moodle zu Verfügung gestellt. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | Lektüre und zusätzliche Vorlesungsunterlagen auf Moodle. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | Das detaillierte Semesterprogramm (Syllabus) wird zu Beginn des Semesters zur Verfügung gestellt. Während der Vorlesung werden wir mit Moodle und eduApp arbeiten. Wir bitten alle Studierenden, sich vor der ersten Lektion auf beiden Plattformen für den Kurs zu registrieren und jeweils ein Gerät (Laptop, Tablet, Smartphone) dabei zu haben, um Übungen über Moodle und eduApp lösen zu können. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kompetenzen |
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| 851-0724-01L | Immobiliarsachenrecht Besonders geeignet für Studierende D-ARCH, D-BAUG, D-USYS. | W | 3 KP | 3V | S. Stucki, R. Müller-Wyss | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Immobiliarsachenrecht (insb. Inhalt, Erwerb, privatrechtliche und öffentlich-rechtliche Einschränkungen, Übertragung und Untergang). Darstellung der Rechte: Grundbuch, Vermessung, ÖREB-Kataster. Vertrags- und steuerrechtliche Grundfragen. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Die rechtlichen Grundlagen des Immobiliarsachenrechts können richtig interpretiert und im Alltag angewandt werden. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | Immobiliarsachenrecht (insb. Inhalt, Erwerb, privatrechtliche und öffentlich-rechtliche Einschränkungen, Übertragung und Untergang). Darstellung der Rechte: Grundbuch, Vermessung, ÖREB-Kataster. Vertrags- und steuerrechtliche Grundfragen. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | Abgegebene Unterlagen: Skript in digitaler Form | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | - Adrian Mühlematter / Stephan Stucki: Grundbuchrecht für die Praxis, Zürich 2016 - Wolfgang Ernst / Samuel Zogg: Sachenrecht in a nutshell, Zürich 2020 - Jörg Schmid / Bettina Hürlimann-Kaup: Sachenrecht, Zürich 2017 - Meinrad Huser, Schweizerisches Vermessungsrecht, unter besonderer Berücksichtigung des Geoinformationsrecht und des Grundbuchrechts, Zürich 2014 - Meinrad Huser, Geo-Informationsrecht, Rechtlicher Rahmen für Geographische Informationssyteme, Zürich 2005 - Meinrad Huser, Darstellung von Grenzen zur Sicherung dinglicher Rechte, in ZBGR 2013, 238 ff. - Meinrad Huser, Baubeschränkungen und Grundbuch, in BR/DC 4/2016, 197 ff. - Meinrad Huser, Publikation von Eigentumsbeschränkungen - neue Regeln, in Baurecht 4/2010, S. 169 - Meinrad Huser, Der Aufteilungsplan im Stockwerkeigentum: Neue Darstellung – grössere Rechtsverbindlichkeit, in ZBGR 2020, S. 203 ff. - Meinrad Huser, Datenschutz bei Geodaten, in: Passadelis/Rosenthal/Thür, Datenschutzrecht, Basel 2015, S. 513 ff. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 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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| 860-0012-00L | Cooperation and Conflict Over International Water Resources Findet dieses Semester nicht statt. This lecture is no longer offered from the autumn semester of 2023. | W | 3 KP | 2G | T. Bernauer | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | This course focuses on the technical, economic, and political challenges of dealing with water allocation and pollution problems in large international river systems. It examines ways and means through which such challenges are or can be addressed, and when and why international efforts in this respect succeed or fail. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Ability to (1) understand the causes and consequences of water scarcity and water pollution problems in large international river systems; (2) understand ways and means of addressing such water challenges; and (3) analyse when and why international efforts in this respect succeed or fail. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | The first six meetings serve to acquire basic knowledge on the science and politics of international water management. This will be followed by five meetings that focus on specific cases (international river systems) and a meeting where we discuss what can be learned from the five cases. For this part of the class we have invited several colleagues with long-standing expertise on the respective international river basin. 20.Sep Global water challenges 27.Sep Nuts and bolts of hydrological modeling and what such models can tell us 04.Oct Nuts and bolts of hydrological modeling and what such models can tell us 11.Oct Water pollution and its mitigation 18.Oct Key challenges in international river systems 25.Oct Key challenges in international river systems 01.Nov Case study 1: Yarmuk 08.Nov Case study 2: Mekong 15.Nov Case study 3: Colorado 22.Nov Case study 4: Nile 29.Nov Case study 5: Central Asia 06.Dec Wrap up: what we can learn from these case studies 13.Dec Exam 20.Dec No class Exam: 3 ECTS, based on grade ≥ 4.0 in written test at the end of the semester. 90 minutes; 13 December 2022, 12:15 – 13:45; same room as the course. The exam covers the mandatory reading assignments as well as lectures and discussion parts in class. The exam will consist of around ten questions that require answers in a few sentences each. Permitted supporting material: dictionary, ink-based pen, no laptops, no mobile phones, no calculators, no printed or hand-written material. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | Slides and reading materials will be made available via Moodle. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | Slides and reading materials will be made available via Moodle. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | The course is open to Master and doctoral students from any area of ETH. Limited to 40 students. Most meetings will take place on campus, with no recording of meetings. Participation in this course only makes sense if you can attend classes regularly in person. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 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. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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