Search result: Catalogue data in Autumn Semester 2021
Spatial Development and Infrastructure Systems Master  | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
 Master Studies (Programme Regulations 2021) | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| Number | Title | Type | ECTS | Hours | Lecturers | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 101-0467-01L | Transport Systems Only for master students, otherwise a special permisson by the lecturers is required. | O | 6 credits | 4G | K. W. Axhausen, A. Kouvelas, Y. Zhu | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | History, impact and principles of the design and operation of transport systems | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Introduction of the basic principles of the design and operation of transport systems (road, rail, air) and of the essential pathways of their impacts (investment, generalised costs, accessibilities, external effects), referring to relatively constant, and factors with substantial future uncertainty, in the past and expected evolution of transport systems. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Transport systems and land use; network design; fundamental model of mobility behaviour; costs and benefits of mobility; transport history Classification of public transport systems; Characteristics of rail systems, bus systems, cable cars and funiculars, unconventional systems; introduction to logistics; fundamentals of rail freight transports; freight transport systems; intermodal transportation Network layout and its impact on road traffic. Traffic control systems for urban and inter-urban areas. Fundamentals of road safety and infrastructure maintenance. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Lecturer notes and slides as well as hints to further literature will be given during the course. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | Obligatory lecture for students of the first semester of MSc Spatial development and Infrastructure Systems. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 103-0317-00L | Introduction to Spatial Development and Transformation Only for master students, otherwise a special permisson by the lecturer is required. | O | 3 credits | 2G | M. Nollert, D. Kaufmann | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | The course deals with important theoretical, material and methodical foundations for action and decision-making of spatial relevance. This course discusses central tasks and possible solutions for current and future challenges of spatial development in Switzerland and Europe. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Spatial development deals with the development, formation and arrangement of our environment. In order to be able to mediate between the different demands, interests and projects of multiple actors, a forward-looking, action-oriented and robust planning is necessary. It is committed - in the sense of a sustainable spatial development - to the economical handling of resources, in particular of the non-replicable resource soil. The lecture introduces necessary basic knowledge and is based on the following main topics: – Inward development and challenges of spatial transformation – Planning approaches and The (political) steering of spatial development – Interplay of formal and informal processes and processes across different scales of spatial development – Methods of action-oriented planning in situations of insecurity – Integrated space and infrastructure development – Different types of participation in spatial development By taking up the lecture, the students are able to recognize cross-scale, complex tasks of spatial development and transformation and to use their theoretical, methodical and professional knowledge to clarify them. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | - Planning approaches and political organization in Switzerland - Tasks of spatial relevance - Key figures and ratios - Drivers of spatial development - Steering spatial development I: Policy - Steering spatial development II : Formal and informal instruments - Organizing spatial development I: Governance - Organizing spatial development II: Processes and organization - Methods in spatial planning I - Methods in spatial planning II - Planning in complex situations - Participation in spatial development - Present and future core tasks of spatial development | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Further information and the documents for the lecture can be found on the homepage of IRL/STL | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 103-0347-00L | Landscape Planning and Environmental Systems  | O | 3 credits | 2V | A. Grêt-Regamey | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | In the course, students learn about methods for the identification and measurement of landscape characteristics, as well as measures and policies for landscape planning. Landscape planning is put into the context of environmental systems (soil, water, air, climate, flora and fauna) and discussed with regard to socio-political questions of the future. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | The aims of this course are: 1) To illustrate the concept of landscape planning, the economic relevance of landscape and nature in the context of the environmental systems (soil, water, air, climate, flora and fauna). 2) To show landscape planning as an integral information system for the coordination of different instruments by illustrating the aims, methods, instruments and their functions in landscape planning. 3) To show the importance of ecosystem services. 4) To learn basics about nature and landscape: Analysis and assessment of the complex interactions between landscape elements, effects of current and future land use (ecosystem goods and services, landscape functions). 5) To identify and measure the characteristics of landscape. 6) Learn how to use spatial data in landscape planning. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | In this course, the following topics are discussed: - Definition of the concept of landscape - Relevance of landscape planning - Landscape metrics - Landscape change - Methods, instruments and aims of landscape planning (policy) - Socio-political questions of the future - Environmental systems, ecological connectivity - Ecosystem services - Urban landscape services - Practice of landscape planning - Use of GIS in landscape planning | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | No script. The documentation, consisting of presentation slides are partly handed out and are provided for download on Moodle. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | The contents of the course will be illustrated in the associated course 103-0347-01 U (Landscape Planning and Environmental Systems (GIS Exercises)) or in Project LAND within the Experimental and Computer Lab (for Environmental Engineers). A combination of courses is recommended. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 103-0377-10L | Basics of RE&IS Only for Spatial Development and Infrastructure Systems MSc. | O | 3 credits | 2G | K. W. Axhausen, B. T. Adey, A. Grêt-Regamey, C. Sailer | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | The course Basics of RE&IS provides essential basic knowledge for the Master's degree program in Spatial Development & Infrastructure Systems and is divided into the three main topics of technical-scientific working, writing & presenting. The students deepen and apply the learned knowledge in the context of three performance elements and one ungraded semester performance. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | - Students will be able to identify, name, and be able to define the content taught. - The students can assess, discuss and explain the necessity, significance and application of the standards in scientific work. - Students will be able to apply the content, implement it in different examples and use it to solve the exercises and the semester assignment. - With the techniques learned in the course, students will be able to analyze and differentiate scientific sources and apply them in their work in a structured way. - The knowledge learned will help students to be able to assess, decide, evaluate and critically evaluate in the context of the semester assignment. -Students are able to systematically compare and present their results in an argumentative manner. -Students are able to produce their results in collaboration with their group and are able to develop, formulate and design a scientific and technical report to complete the assignment. -The students are able to present their results in an engaging presentation together with their project group and use attractive and formally correct visualizations, maps or diagrams for this purpose. -The students thus develop a common understanding with regard to their methodological knowledge and can henceforth work scientifically at an appropriate level. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Students will learn the basics of scientific work and practice their skills within the framework of three performance elements as well as an ungraded semester work, which will be worked out in groups of two to three students. In the first half of the semester, students will learn the theoretical basics and apply and understand these in the context of the exercises (=performance elements) in groups of maximum of two. The final ungraded semester exercise in the second part of the course, students will work in groups of maximum two on an assignment, which they will document and communicate in the form of a written report and a final presentation at the end of the course. -Exercise 1: Citations & Referencing 20% -Exercise 2: Searching, Reading and Summarizing 20% -Exercise 3: Maps, Graphs & Visualizations 20% -Exercise 4: Review 20% -Presentation of review 20% Students will be supervised by at least three assistants and one professor throughout the course. The main course lead changes periodically between the following RE&IS chairs: Infrastructure Management (IM), Transportation Systems (TS), Traffic Engineering (SVT), Transport Planning (VPL), Spatial Development and Urban Policy (SPUR), Planning of Landscape and Urban Systems (PLUS) and Spatial Transformation Laboratories (STL). | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | All documents relevant for the course (slides, literature, further links, etc.) are provided centrally via the moddle platform. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | American Psychological Association (APA) (2010) Publication Manual of the American Psychological Association, 6th edition, APA, Washington, D.C. Axhausen, K.W. (2016) Style Guide for Student Dissertations, IVT, ETH Zürich, Zürich (available as download under learning materials) Backhaus, N. and R. Tuor (2008): Leitfaden für wissenschaftliches Arbeiten, 7. überarbeitete und ergänzte Auflage. Schriftenreihe Humangeographie 18, Geographisches Institut der Universität Zürich, Zürich. ZürichChapman, M. and C. Wykes (1996) Plain Figures, HM Stationary Office, London. ETH (2017) Citation etiquette: How to handle the intellectual property of others, ETH, ETH Zürich, Zürich (last retrieved 29.11.2017) Modern Language Association of America (MLA) (2016) MLA Handbook, 8th edition, MLA, New York. Monmonier, M. (1991) How to lie with maps, University of Chicago Press, Chicago. Tufte, E. R. (2001) The Visual Display of Quantitative Information, Graphics Press USA Wilkinson, L. (1999) The Grammar of Graphics, Springer, Berlin. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 101-0509-10L | Network Infrastructure 1 Only for Spatial Development and Infrastructure Systems MSc. | O | 3 credits | 2G | B. T. Adey, C. Martani | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Spatial planners ensure our built environment optimally meets our future needs. This course explains how spatial planners can evaluate proposed modifications to network infrastructure when there is substantial future uncertainty with respect to requirements, and how to develop implementation plans taking into consideration asset life cycles. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Spatial planners ensure our built environment optimally meets our future needs. This is challenging, as the built environment is a large and complex system, which interacts extensively with the natural environment. Additionally, there is considerable uncertainty with respect to the expectations of the built environment in the future, due to the uncertain environment in which we live, e.g. changing technologies and the changing climate. It is in the face of this complexity and uncertainty that spatial planners need to propose potential improvements and defend them convincingly to a large and diverse set of stakeholders. The objective of this course is to provide spatial planners with an introduction to two essential tools in this regard. The first tool is a methodology to systematically take into consideration the future uncertainty in infrastructure requirements when proposing changes to the built environment. This involves the identification of key uncertainties, modelling their effect on infrastructure requirements and assessing how changes in future needs and the environment may affect future decisions. The second tool is a methodology to systematically estimate the life cycles of infrastructure assets. This methodology can be used together with the state of the existing infrastructure assets to develop optimal implementation plans. More specifically, upon completion of the course students will understand how: • to identify and quantify the service being provided by the built environment • to construct an objective function to be used in the evaluation of proposed modifications to estimate changing societal needs and their potential effect on required infrastructure • to develop concepts for flexible/robust infrastructure alongside traditional infrastructure • to simulate future scenarios to evaluate the costs and effects on the service provided over time by infrastructure • to estimate the service provided by existing infrastructure now and in the future • to determine optimal maintenance strategies for infrastructure • to convert them into optimal intervention programs, which can be used to build strong arguments as to when system modifications should be implemented. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | The course consists of 9 lectures, 2 projects and 5 help sections. The two hour weekly lecture period is used as follows: 1 Planning infrastructure interventions – This lecture provides an introduction to the course and why it is useful in helping spatial planners propose and evaluate modifications to the built environment. The requirements for successful completion of the course are discussed and the two projects are introduced. 2 Service – Arguments for modifying the built environment are built on meeting the future needs of stakeholders. This week we present how to identify, quantify and value the service provided by the built environment. The measures of service, along with intervention costs are used to construct an objective function to be used in the evaluation of proposed modifications. 3 Changing needs – Trying to modify the built environment to meet future needs, requires estimating them. This week we discuss how to estimate them and their potential effect on required infrastructure. 4 Robust and flexible infrastructure – In the face of large amounts of future uncertainty it is useful to have either robust infrastructure, i.e. infrastructure that meets a large range of possible future needs, or flexible infrastructure, i.e. infrastructure that can be easily modified to meet different possible future needs. This week we discuss the concepts of robustness and flexibility and demonstrate their roles in maximizing the net-benefit of infrastructure. 5 Evaluating robust and flexible infrastructure – Robust and flexible infrastructure sometimes comes with increased costs. Whether or not the costs are worth it depends on a myriad of factors. This week we present a methodology that helps you develop robust and flexible infrastructure and evaluate their costs and benefits over time. 6 Simulating the uncertain future – As a key aspect to evaluating robust and flexible infrastructure is simulating what might happen in the future, this week, we explain how use Monte Carlo simulations and conduct an in class exercise so that you have an enhanced understanding of how it is done. 7 Help sessions 7-9 – We use the lecture periods to answer any questions you might have on project 1. 10 Existing infrastructure – Deciding how to modify infrastructure does not only require thinking about how to meet future needs. It also requires thinking about how the existing infrastructure is likely to provide service in the future. This week, we discuss the connection between provided service and the state of the infrastructure and use a common methodology to predict their evolution over time. 11 Maintenance strategies – It is useful to know the optimal maintenance intervention strategies for infrastructure assets when considering how to modify infrastructure to accommodate future needs, as it is easier to justify expenditures when a maintenance intervention is planned than immediately afterwards, when it is in a like new state. This week we explain how optimal intervention strategies are estimated. 12 Maintenance programs – As planning periods approach, exact decisions need to be made as to which interventions will be executed, taking into consideration network level constraints, such as budgets. This week we demonstrate how the state of assets together with the optimal maintenance strategies and network level constraints can be combined to determine optimal maintenance programs. These programs are used to optimally integrate both maintenance and modification interventions into one intervention program. 13 Help sessions 13 and 14 – We use the lecture periods to answer any questions you might have on project 2. The course uses a combination of qualitative and quantitative approaches. The quantitative analysis required in the project requires at least the use of Excel. Some students, however, prefer to use Python or R. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | • The lecture materials consist of handouts, the slides, and example calculations in Excel. • The lecture materials will be distributed via Moodle two days before each lecture. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Appropriate literature will be handed out when required via Moodle. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | This course has no prerequisites. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 103-0378-00L | Introduction to the Programming Language R | O | 3 credits | 2G | M. J. Van Strien, A. Grêt-Regamey | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | R is one of the most popular programming language in science and practice for data analysis, modelling and visualisation. In this course, you will learn the basics of R and some common applications of R, such as making plots, regression analysis and working with spatial data. The weekly computer labs start with a short lecture followed by exercises that have to be handed in to pass the course. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | The overall objective of this course is to provide an introduction to the programming language R and to build confidence to apply R in other courses. More specifically, the objectives are: - Understand how to import and export data, and how to work with the most important types of R-objects (e.g. vectors, data frames, matrices and lists). - Learn how to create meaningful and visually attractive graphics and apply this knowledge to several datasets. - Learn how to apply several types of important functions (e.g. for- and while-loops, if-else statements, data manipulation). - Understand descriptive statistics and regression analysis and apply this knowledge to analyse several datasets. - Understand the possibilities of analysing and plotting spatial data. - Learn how to write own functions. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | The course has a strong focus on “learning by doing”. During the weekly computer lab sessions, students will be given an introduction to the programming language R. Each lab session will start with a short introductory lecture, after which students work through the script and complete the exercises. During the lab sessions, the lecturers will be available to answer individual questions. The main topics that will be covered in the lab sessions are: - importing and exporting data - types of R-objects - data scraping - plotting data - descriptive statistics - data manipulation - conditionals and loops - regression analysis - plotting and analysing spatial data - writing own functions In the 7th and 14th week of the course, students have the time to finish the exercises that should be handed in at the end of those weeks. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | A script with theory, examples and exercises will be handed out at the beginning of the course. Data for the exercises will be made available via Moodle. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Optional supplementary reading is the book: Venables, Smith & R Core Team (2021) An Introduction to R. This book can be downloaded for free from: https://cran.r-project.org/doc/manuals/r-release/R-intro.pdf. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | No prior knowledge of R or any other programming language is required for this course. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| Major in Spatial and Landscape Development | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Number | Title | Type | ECTS | Hours | Lecturers | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 103-0337-00L | Site and Project Development | W | 3 credits | 2G | A. Gonzalez Martinez, M. Sudau, J. Van Wezemael | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | The focus of the lecture Site & Project Development is on larger contiguous areas or sites and their urban, open space and infrastructural development. In this course, students work on a semester exercise in which they "develop" a specific large-scale project from practice and evaluate it economically, strategically and in terms of feasibility. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Students in this course will pursue the following learning objectives: - Investigate and understand a given concrete project area and identify, evaluate and articulate the current problems and relevant issues within this area. - Consolidate their knowledge in the essential topics of site & project development and apply this in a well-founded, argued and creative manner to address the task at hand. - Organize and structure themselves while acquiring responsibilities in their interdisciplinary project teams. The teams consist of three to five fellow students that must develop innovative, viable and resilient concepts for a real project development in a given area. Their considerations should be presented in written form (project report) and in linguistic-visual form (final presentation). At the end of the course, the students critically reflect on their experiences with the group work process together with the course instructors. - Acquire methodological knowledge in location & market analysis, 3D visualization of a project as well as in the financial assessment of a large-scale real estate project and use this knowledge to justify their considerations and evaluate their proposal. - Development and strengthening of their individual position as planners (spatial, urban, transport planners, etc.) in relation to the questions formulated in the proposed project within the field of Site & Development as well as within their own discipline. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | The lecture is divided into several thematic sections analogous to the essential topics of Site & Project Development. The students are accompanied both in the semester exercise and in the individual lectures by a large number of external guest speakers from the praxis-field, which means that the lecture will not only thematically examine the relevant areas of Site & Project Development, but also will offer the students exclusive, practice-oriented insights. The relevant methodological knowledge for the semester exercise is imparted and, due to the proximity to practice, the students gain exclusive insights into possible professional fields of activity. In this lecture, students apply their already acquired and newly learned skills, especially in interdisciplinary teams, and work on an exciting, motivating and relevant question from the practice. Major topics covered in the lecture include: - Urban planning - Location and market analysis - Real estate development, financing and valuation - Project development and decision-making from the perspective of investors - Open space design and landscape architecture - Sustainable building and sustainability certification - Mobility, parking issues, travel models - Cooperative planning and participation processes, mediation - Gendered planning in project development - Inner development & urban quality Parallel to the lecture series, students work in interdisciplinary teams on a real-life task. In the course of the semester exercise, the lecture material is deepened and what has been learned is applied. The students visit the project area at the beginning of the semester as part of an excursion. Specific large-scale projects such as the Gaswerkareal Bern, the Sihl-Manegg Areal Zurich (Greencity) or the Areal Alter Pilatusmarkt (Nidfeld) Lucerne will be dealt with. For the possible development of the given site, visions are developed by the students on the basis of a comprehensive location and market analysis and a utilization concept is developed. In the process, the students are accompanied by experts and regularly discuss their ideas and proposed solutions with their supervisors. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | -Handouts of the lectures -Extracts from relevant scientific articles and theory literature -Exercise material Download: https://irl.ethz.ch/de/education/vorlesungen/msc/project_developement.html | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | References in the lecture notes | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | none | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 103-0417-02L | Methodology of Planning Research and Practice Only for master students, otherwise a special permisson by the lecturer is required. | W | 3 credits | 2G | A. Peric Momcilovic, T. Hug, R. Streit | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | This course deals with scientific and applied methods and the ways of thinking that are useful in planning practice as well as in scientific research. Students are offered interdisciplinary knowledge from planning practice and research, behavioural economics and social sciences. New perspectives on planning are opened up, which can lead to better results in future projects and research. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Keeping the general aim of exploring the basic methodologies in spatial planning research and practice, the specific course learning objectives are as follows: - to address complex real-world spatial problems in adequate ways - to know relevant theories and maxims that are subject to specific methods of problem solving - to identify key questions and key concepts in contemporary planning research - to select appropriate research methods to properly address the research questions In practical terms, students: - learn to deal with uncertainties and estimate quantities - improve their ability to take decisions based on incomplete data and information - are informed about different (qualitative and quantitative) methods and techniques for spatial research - learn about different types of research (theoretical, empirical, action-oriented, qualitative, quantitative) - get skilled for writing simple research essays - are urged to question their own knowledge and challenge the course of action taken in planning processes | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | The course is based on the following questions: How do we deal with complex issues in planning? - Forms of knowledge, half-knowledge and not knowing - Occurrence and explanation patterns for irrational behaviour - Spatial research and planning practice - Planning maxims - Mapping complex topics in research questions How do we generate knowledge about complex issues? - Methods for scientific data generation - Applied handling of quantities and probabilities - Estimating despite uncertainties - Opportunities of digitisation in planning (Participation, BigData) How do we react to complex questions in planning? - Methods of scientific data analysis - Making decisions despite incomplete information - Dealing with robustness and fragility More specifically, the lectures focus on the following topics (NB: Some content units will be presented in English, they are marked with *asterisk below) - (Half-) knowledge/behaviour/irrationalities - Initial situation: Solving complex problems - Forms of knowledge, knowing of not knowing something, not knowing of not knowing something - Behavioural patterns, occurrence and explanation patterns for irrational behaviour - Methods for solving complex tasks in planning practice - Spatial research and planning practice - connections, differences, overlaps - Challenges in the solution of complex tasks: System delimitation, interdisciplinarity, retrospective vs. prospective approach (descriptive vs. action-oriented, "reflected scenario building") - Planning maxims - *Methodology in spatial research - *Research design - *Research questions (types of research questions; research questions, hypotheses and theories); justification of research question - Data generation methods (interviews and questionnaires, ethnography and observation, documents, official statistics) - Dealing with quantities, estimations, anchor effect - Importance of scales and key figures in planning - Estimation methods - Danger of the anchor effect - Digitization in planning - New data sources and sizes - Opportunities and challenges through digitisation in planning - Data analysis methods (quantitative and qualitative data; quantitative analysis of survey data; qualitative analysis - content analysis, discourse analysis, case study, comparative research) - *Research ethics - Decisions based on incomplete information - Dealing with complex systems/roughness - *Role of science in planning - the perspective of both research and practice | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Learning materials: available online (Moodle) before corresponding lecture. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Farthing, S. (2015). Research Design in Urban Planning: A Student’s Guide. London: Sage. Schönwandt W., Voermanek K., Utz J., et al. (2013): Solving Complex Problems. A Handbook. Jovis, Berlin Kahnemann, D. (2013). Thinking, Fast and Slow. New York: Farrar, Straus and Giroux. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 851-0707-00L | Space Planning Law and Environment Particularly suitable for students of D-ARCH, D-BAUG, D-USYS | W | 2 credits | 2G | O. Bucher | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | System of swiss planning law, Constitutional and statutory provisions, Space planning and fundamental rights, Instruments, Application, legal protection, enforcement, Practical training. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Basic unterstanding of nature and function of space planning from a legal point of view. Basic knowledge of space planning instruments, relationship between space planning and constitutional law (especially property rights), solving of practical cases. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | 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. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Haller, Walter/Karlen, Peter, Raumplanung-, Bau- und Umweltrecht, 3.A., Zürich 1999 Hänni, Peter, Planungs-, Bau- und besonderes Umweltschutzrecht, 6.A., Bern 2016 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 103-0327-00L | History of Spatial Planning | W | 3 credits | 2V | M. Koll-Schretzenmayr | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | The course examines the patterns of cleavage, conflict, convergence of interest, and consensus that have influenced spatial planning. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | This course aims to provide students with knowledge of the historical background to understand the current spatial structure and to face the current challanges in spatial planning. Social, cultural, and economic forces will be analyzed for the roles they have played in shaping the landscapes and cityscapes and the answers spatiall planning had to spatial development. The course focuses on the history of planning ideas, paradigms and approaches. A link is made to current challanges in spatial planning. Students will critically discuss the challenges spatial planning is facing today. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Handouts will be available. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Martina Koll-Schretzenmayr (2008): gelungen-misslungen? Die Geschichte der Raumplanung Schweiz. NZZ Libro. Martina Schretzenmayr, Andreas Teuscher, Simona Casaulta-Meyer: Die Schweiz plant. Zürich 2017. Michael Koch, Städtebau in der Schweiz 1800-1990, Zürich 1992. Angelus Eisinger: Städte bauen: gta Verlag 2004. Daniel Kurz: Die Disziplinierung der Stadt - Moderner Städtebau in Zürich 1900 bis 1940. gta Verlag 2008 Leendertz, Ariane: Ordnung schaffen. Deutsche Raumplanung im 20. Jahrhundert. Wallstein Verlag, Göttingen 2010 Jörn Düwel, Niels Gutschow: Ordnung und Gestalt: Geschichte und Theorie des Städtebaus in Deutschland 1922 bis 1975. 2019. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 103-0569-00L | European Aspects of Spatial Development | W | 3 credits | 2G | A. Peric Momcilovic | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Following the insight into historical perspective and contemporary models of governance and planning, the course focuses on the international dimension of spatial planning in Europe. This includes a discussion of how European spatial policy is made and by whom, how planners can participate in such process and how they can address transnational challenges of spatial development cooperatively. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Keeping the general aim of exploring the European dimension of spatial planning in mind, the specific course learning objectives are as follows: - to interpret the history of spatial planning at the transnational scale - to understand and explain the content of the European spatial policy agenda - to describe and analyse the role of territorial cooperation in making European spatial development patterns and planning procedures - to discuss the changing role of planners and evaluate the ways of their engagement in European spatial policy-making | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | - European spatial policy agenda: introduction and basic directives - governance models - planning models; collaborative planning model (main concepts & critics) - post-positivist approach to spatial planning - transnational spatial planning in Europe; questioning the European spatial planning; spatial development trends in Europe - EU as a political system: EU institutions & non-EU actors - planning families in Europe; the European spatial planning agenda - spatial planning strategies and programmes on territorial cooperation - the notion of planning culture and planning system; planning cultures in Europe - basic characteristics of planning systems in Europe - the relevance of European transnational cooperation for spatial planning - European transnational initiatives | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | The documents for the lecture will be provided at the moodle. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Obligatory literature: - Dühr, S., Colomb, C. & Nadin, V. (2010). European Spatial Planning and Territorial Cooperation. London: Routledge. Recommended literature: Governance models: - Martens, K. (2007). Actors in a Fuzzy Governance Environment. In G. de Roo & G. Porter (Eds.), Fuzzy Planning: The Role of Actors in a Fuzzy Governance Environment (pp. 43-65). Abingdon, Oxon, GBR: Ashgate Publishing Group. Planning models: - Davoudi, S. & Strange, I. (2009). Conceptions of Space and Place in Strategic Spatial Planning. Abingdon, Oxon, GBR: Routledge. - Allmendinger, P. (2002). The Post-Positivist Landscape of Planning Theory. In P. Allmendinger & M. Tewdwr-Jones (Eds.), Planning Futures: New Directions for Planning Theory (pp. 3-17). London: Routledge. - Healey, P. (1997). Collaborative Planning - Shaping places in fragmented societies. London: MacMillan Press. EU as a political context: - Williams, R. H. (1996). European Union Spatial Policy and Planning. London: Sage. Territorial cooperation in Europe: - Dühr, S., Stead, D. & Zonneveld, W. (2007). The Europeanization of spatial planning through territorial cooperation. Planning Practice & Research, 22(3), 291-307. - Dühr, S. & Nadin, V. (2007). Europeanization through transnational territorial cooperation? The case of INTERREG IIIB North-West Europe. Planning Practice and Research, 22(3), 373-394. - Faludi, A. (Ed.) (2002). European Spatial Planning. Cambridge, Mass.: Lincoln institute of land policy. - Faludi, A. (2010). Cohesion, Coherence, Cooperation: European Spatial Planning Coming of Age? London: Routledge. - Faludi, A. (2014). EUropeanisation or Europeanisation of spatial planning? Planning Theory & Practice, 15(2), 155-169. - Kunzmann, K. R. (2006). The Europeanisation of spatial planning. In N. Adams, J. Alden & N. Harris (Eds.), Regional Development and Spatial Planning in an Enlarged European Union. Aldershot: Ashgate. Planning families and cultures: - Newman, P. & Thornley, A. (1996). Urban Plannning in Europe: international competition, national systems and planning projects. London: Routledge. - Knieling, J. & Othengrafen, F. (Eds.). (2009). Planning Cultures in Europe: Decoding Cultural Phenomena in Urban and Regional Planning. Aldershot: Ashgate. - Stead, D., de Vries, J. & Tasan-Kok, T. (2015). Planning Cultures and Histories: Influences on the Evolution of Planning Systems and Spatial Development Patterns. European Planning Studies, 23(11), 2127-2132. - Scholl, B. (Eds.) (2012). Spaces and Places of National Importance. Zurich: ETH vdf Hochschulverlag. Planning systems in Europe: - Nadin, V. & Stead, D. (2008). European Spatial Planning Systems, Social Models and Learning. disP - The Planning Review, 44(172), 35-47. - Commission of the European Communities. (1997). The EU compendium of spatial planning systems and policies. Luxembourg: Office for Official Publications of the European Communities. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | Only for master students, otherwise a special permission by the lecturer is required. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 103-0347-01L | Landscape Planning and Environmental Systems (GIS Exercises) | W | 3 credits | 2U | A. Grêt-Regamey, C. Brouillet, N. Klein | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | The course content of the lecture Landscape Planning and Environmental Systems (103-0347-00 V) will be illustrated in practical GIS exercises (e.g. habitat modelling, land use change, ecosystem services, connectivity). | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | - Practical application of theory from the lectures - Quantitative assessment and evaluation of landscape characteristics - Learning useful applications of GIS for landscape planning - Developing landscape planning measures for practical case studies | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | - Applications of GIS in landscape planning - Landscape analysis - Landscape structural metrics - Modelling habitats and land use change - Calculating urban ecosystem services - Ecological connectivity | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | A script and presentation slides for each exercise will be provided on Moodle. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Will be named in the lecture. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | Basic GIS skills are strongly recommended. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 701-1631-00L | Foundations of Ecosystem Management | W | 5 credits | 3G | J. Ghazoul, C. Garcia, J. Garcia Ulloa, A. Giger Dray | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | This course introduces the broad variety of conflicts that arise in projects focusing on sustainable management of natural resources. It explores case studies of ecosystem management approaches and considers their practicability, their achievements and possible barriers to their uptake. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Students should be able to a) propose appropriate and realistic solutions to ecosystem management problems that integrate ecological, economic and social dimensions across relevant temporal and spatial scales. b) identify important stakeholders, their needs and interests, and the main conflicts that exist among them in the context of land and resource management. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Traditional management systems focus on extraction of natural resources, and their manipulation and governance. However, traditional management has frequently resulted in catastrophic failures such as, for example, the collapse of fish stocks and biodiversity loss. These failures have stimulated the development of alternative ‘ecosystem management’ approaches that emphasise the functionality of human-dominated systems. Inherent to such approaches are system-wide perspectives and a focus on ecological processes and services, multiple spatial and temporal scales, as well as the need to incorporate diverse stakeholder interests in decision making. Thus, ecosystem management is the science and practice of managing natural resources, biodiversity and ecological processes, to meet multiple demands of society. It can be local, regional or global in scope, and addresses critical issues in developed and developing countries relating to economic and environmental security and sustainability. This course provides an introduction to ecosystem management, and in particular the importance of integrating ecology into management systems to meet multiple societal demands. The course explores the extent to which human-managed terrestrial systems depend on underlying ecological processes, and the consequences of degradation of these processes for human welfare and environmental well-being. Building upon a theoretical foundation, the course will tackle issues in resource ecology and management, notably forests, agriculture and wild resources within the broader context of sustainability, biodiversity conservation and poverty alleviation or economic development. Case studies from tropical and temperate regions will be used to explore these issues. Dealing with ecological and economic uncertainty, and how this affects decision making, will be discussed. Strategies for conservation and management of terrestrial ecosystems will give consideration to landscape ecology, protected area systems, and community management, paying particular attention to alternative livelihood options and marketing strategies of common pool resources. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | No Script | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Chichilnisky, G. and Heal, G. (1998) Economic returns from the biosphere. Nature, 391: 629-630. Daily, G.C. (1997) Nature’s Services: Societal dependence on natural ecosystems. Island Press. Washington DC. Hindmarch, C. and Pienkowski, M. (2000) Land Management: The Hidden Costs. Blackwell Science. Millenium Ecosystem Assessment (2005) Ecosystems and Human Well-being: Synthesis. Island Press, Washington DC. Milner-Gulland, E.J. and Mace, R. (1998) Conservation of Biological Resources. Blackwell Science. Gunderson, L.H. and Holling, C.S. (2002) Panarchy: understanding transformations in human and natural systems. Island Press. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 701-1453-00L | Ecological Assessment and Evaluation | W | 3 credits | 3G | F. Knaus | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | The course provides methods and tools for ecological evaluations dealing with nature conservation or landscape planning. It covers census methods, ecological criteria, indicators, indices and critically appraises objectivity and accuracy of the available methods, tools and procedures. Birds and plants are used as main example guiding through different case studies. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Students will be able to: 1) critically consider biological data books and local, regional, and national inventories; 2) evaluate the validity of ecological criteria used in decision making processes; 3) critically appraise the handling of ecological data and criteria used in the process of evaluation 4) perform an ecological evaluation project from the field survey up to the descision making and planning. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Powerpoint slides are available on the webpage. Additional documents are handed out as copies. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Basic literature and references are listed on the webpage. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | The course structure changes between lecture parts, seminars and discussions. The didactic atmosphere is intended as working group. Suggested prerequisites for attending this course are skills and knowledge equivalent to those taught in the following ETH courses: - Pflanzen- und Vegetationsökologie - Systematische Botanik - Raum- und Regionalentwicklung - Naturschutz und Naturschutzbiologie | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 052-0705-00L | Landscape Architecture I | W | 2 credits | 2V | D. Richter | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Introduction to the history and theory of garden design and landscape architecture. Analysis of the design of historical gardens and landscapes within the cultural background. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | The course covers the basic history and theory of garden design and landscape architecture from its beginnings to the 21th century. The course aims to raise awareness of a changing perception of nature and landscape. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | The lecture series on “History and Theory of Garden Design and Landscape Architecture” deals with the historical development of designed nature, from the beginnings of cultural landscapes and gardens to 21th century landscape architecture. In the analysis of each era, the focus is on the spatial and cultural relationship between the garden, the city and the landscape, as well as the changing perceptions of nature and its representation. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Handouts and a reading list will be provided. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | A reading list will be provided for the exams. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | General Information for the final exam: Bachelor students: The content of the lectures as well as texts and exam-relevant literature provided by the Chair make up the basis for preparing for the exam. The lecture series is conceived as a yearlong course. Since the written session examination will test knowledge from both semesters, it is necessary to fully attend the lectures of both courses "Landscape Architecture I" and "Landscape Architecture II". The themes of the examination will be announced at the end of the semester. The Chair will provide literature and texts available for download as pdfs. These allow a more in-depth understanding of the lecture material. Exchange students or students from other departments: Students, who are attending only one semester, may pass the oral end-of-semester examination. Test-relevant literature will also be made available for download for this purpose. The students are requested to get in touch by email with the Chair. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 103-0468-00L | Participatory Modeling in Integrated Landscape Development | W | 3 credits | 2G | E. Celio, N. Salliou | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | The lecture accompanies students into a participatory modelling process. We explore topics such as urban agriculture or climate-resilient city. Students will know participatory modelling tools as well as concepts and approaches related to it. Students elaborate the processes from questions to interactive operational models. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | With this course, students … … know the phases of a participatory modelling process … are able to estimate in which case the involvement of stakeholders is necessary, hence are able to discuss advantages and disadvantages of stakeholder involvement at different levels of participation. … get to know diverse modelling tools and are able to select the proper tool according to the context. … are able to set-up and apply a functional model in a participatory manner on a real case study. … get to know techniques to analyse simulations and are able to inform stakeholders in an adequate way … are able to discuss results together with stakeholders in a structured way. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 102-0317-00L | Advanced Environmental Assessments Master students in Environmental Engineering choosing module Ecological Systems Design are not allowed to enrol 102-0317-00 Advanced Environmental Assessments (3KP) as already included in 102-0307-01 Advanced Environmental, Social and Economic Assessments (5KP). | W | 3 credits | 2G | S. Pfister, R. Frischknecht | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | This course deepens students' knowledge of the environmental assessment methodologies and their various applications. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | This course has the aim of deepening students' knowledge of the environmental assessment methodologies and their various applications. In particular, students completing the course should have the - Ability to judge the scientific quality and reliability of environmental assessment studies, the appropriateness of inventory data and modelling, and the adequacy of life cycle impact assessment models and factors - Knowledge about the current state of the scientific discussion and new research developments - Ability to properly plan, conduct and interpret environmental assessment studies - Knowledge of how to use LCA as a decision support tool for companies, public authorities, and consumers | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | - Inventory developments, transparency, data quality, data completeness, and data exchange formats - Allocation (multioutput processes and recycling) - Hybrid LCA methods. - Consequential and marginal analysis - Recent development in impact assessment - Spatial differentiation in Life Cycle Assessment - Workplace and indoor exposure in Risk and Life Cycle Assessment - Uncertainty analysis - Subjectivity in environmental assessments - Multicriteria analysis - Case Studies | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | No script. Lecture slides and literature will be made available on Moodle. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Literature will be made available on Moodle. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | Basic knowledge of environmental assessment tools is a prerequisite for this class. Students that have not done classwork in this topic before are required to read an appropriate textbook before or at the beginning of this course (e.g. Jolliet, O et al. 2016: Environmental Life Cycle Assessment. CRC Press, Boca Raton - London - New York. ISBN 978-1-4398-8766-0 (Chapters 2-5.2)). | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 063-0703-00L | Architecture of Territory: Territorial Design in Histories, Theories and Projects This core course (ending with «00L») can only be passed once! Please check before signing up. | W | 2 credits | 2V | M. Topalovic | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | This lecture series sets up an agenda for widening the disciplinary field of architecture and urbanism from their focus on the city, or the urban in the narrow sense, to wider territorial scales, which correspond to the increasing scales of contemporary urbanisation. It discusses the concepts of territory and urbanisation, and their implications for the work of architects and urbanists. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | The course will enable students to critically discuss concepts of territory and urbanisation. It will invite students to revisit the history of architects’ work engaging with the problematic of urbanising territories and territorial organisation. The goal is to motivate and equip students to engage with territory in the present day and age, by setting out our contemporary urban agenda. The lectures are animated by a series of visual and conceptual exercises, usually on A4 sheets of paper. All original student contributions will be collected and bound together, creating a unique book-object. Some of the exercises are graded and count as proof of completion. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Within the theme My Species, the four guest speakers engaged in fields ranging from art and landscape representation to bioethics and environmental philosophy, will approach territory through the notions such as multispecies, coexistence, and diversity. With a more-than-human perspective on the territory, the guest speakers will elaborate their take on “telling horrible stories in beautiful ways,” debate “the dignity of plants,” expound upon “mankind’s fascination to better the world,” and confer “the non-human turn” and what is to come after. 23. 09. 2021 On Territory MILICA TOPALOVIĆ 30. 09. 2021 Architecture and Urbanisation MILICA TOPALOVIĆ 07. 10. 2021 Methods in Territorial Research and Design MILICA TOPALOVIĆ 14. 10. 2021 Multispecies Worldbuilding Guest lecture by FEIFEI ZHOU 21. 10. 2021 Better Nature Guest lecture by ALEXANDRA DAISY GINSBERG 04. 11. 2021 Planetary Urbanisation: Hinterland MILICA TOPALOVIĆ 11. 11. 2021 Tomatoes Talk, Birch Trees Learn – Do Plants Have Dignity? Guest lecture by FLORIANNE KOECHLIN 18. 11. 2021 Disappearance of the Countryside MILICA TOPALOVIĆ 25. 11. 2021 What is Soul? On the Idea of Species Being Guest lecture by OXANA TIMOFEEVA 09. 12. 2021 Our Common Territories: An Outlook MILICA TOPALOVIĆ | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | The lectures will take place on Thursdays, 10.00-12:00, at ONA Fokushalle E7 and on ZOOM. Lecturer: Prof. Milica Topalovic Team: Prof. Milica Topalović, Dr. Nazlı Tümerdem Student Assistant: Michiel Gieben With the support of Hans Hortig, Evelyne Gordon, Vesna Jovanović, and Jan Westerheide Contact: Nazli Tümerdem tuemerdem@arch.ethz.ch Our website: https://topalovic.arch.ethz.ch | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| Major in Transport Systems and Behaviour | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Number | Title | Type | ECTS | Hours | Lecturers | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 101-0427-01L | Public Transport Design and Operations | W | 6 credits | 4G | F. Corman, F. Leutwiler | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | This course aims at analyzing, designing, improving public transport systems, as part of the overall transport system. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Public transport is a key driver for making our cities more livable, clean and accessible, providing safe, and sustainable travel options for millions of people around the globe. Proper planning of public transport system also ensures that the system is competitive in terms of speed and cost. Public transport is a crucial asset, whose social, economic and environmental benefits extend beyond those who use it regularly; it reduces the amount of cars and road infrastructure in cities; reduces injuries and fatalities associated to car accidents, and gives transport accessibility to very large demographic groups. Goal of the class is to understand the main characteristics and differences of public transport networks. Their various performance criteria based on various perspective and stakeholders. The most relevant decision making problems in a planning tactical and operational point of view At the end of this course, students can critically analyze existing networks of public transport, their design and use; consider and substantiate possible improvements to existing networks of public transport and the management of those networks; optimize the use of resources in public transport. General structure: general introduction of transport, modes, technologies, system design and line planning for different situations, mathematical models for design and line planning timetabling and tactical planning, and related mathematical approaches operations, and quantitative support to operational problems, evaluation of public transport systems. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Basics for line transport systems and networks Passenger/Supply requirements for line operations Objectives of system and network planning, from different perspectives and users, design dilemmas Conceptual concepts for passenger transport: long-distance, urban transport, regional, local transport Planning process, from demand evaluation to line planning to timetables to operations Matching demand and modes Line planning techniques Timetabling principles Allocation of resources Management of operations Measures of realized operations Improvements of existing services | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Lecture slides are provided. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Ceder, Avi: Public Transit Planning and Operation, CRC Press, 2015, ISBN 978-1466563919 (English) Holzapfel, Helmut: Urbanismus und Verkehr – Bausteine für Architekten, Stadt- und Verkehrsplaner, Vieweg+Teubner, Wiesbaden 2012, ISBN 978-3-8348-1950-5 (Deutsch) Hull, Angela: Transport Matters – Integrated approaches to planning city-regions, Routledge / Taylor & Francis Group, London / New York 2011, ISBN 978-0-415-48818-4 (English) Vuchic, Vukan R.: Urban Transit – Operations, Planning, and Economics, John Wiley & Sons, Hoboken / New Jersey 2005, ISBN 0-471-63265-1 (English) Walker, Jarrett: Human Transit – How clearer thinking about public transit can enrich our communities and our lives, ISLAND PRESS, Washington / Covelo / London 2012, ISBN 978-1-59726-971-1 (English) White, Peter: Public Transport - Its Planning, Management and Operation, 5th edition, Routledge, London / New York 2009, ISBN 978-0415445306 (English) | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
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| 151-0227-00L | Basics of Air Transport (Aviation I) | W | 4 credits | 3G | P. Wild | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | In general the course explains the main principles of air transport and elaborates on simple interdisciplinary topics. Working on broad 14 different topics like aerodynamics, manufacturers, airport operations, business aviation, business models etc. the students get a good overview in air transportation. The program is taught in English and we provide 11 different experts/lecturers. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | The goal is to understand and explain basics, principles and contexts of the broader air transport industry. Further, we provide the tools for starting a career in the air transport industry. The knowledge may also be used for other modes of transport. Ideal foundation for Aviation II - Management of Air Transport. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Weekly: 1h independent preparation; 2h lectures and 1 h training with an expert in the respective field Concept: This course will be tought as Aviation I. A subsequent course - Aviation II - covers the "Management of Air Transport". Content: Transport as part of the overall transportation scheme; Aerodynamics; Aircraft (A/C) Designs & Structures; A/C Operations; Aviation Law; Maintenance & Manufacturers; Airport Operations & Planning; Aviation Security; ATC & Airspace; Air Freight; General Aviation; Business Jet Operations; Business models within Airline Industry; Military Aviation. Technical visit: This course includes a guided tour at Zurich Airport and Dubendorf Airfield (baggage sorting system, apron, Tower & Radar Simulator at Skyguide Dubendorf). | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Preparation materials & slides are provided prior to each class | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Literature will be provided by the lecturers, respectively there will be additional Information upon registration (normally available in Moodle) | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | The lecture is planned as class teaching with live-streaming and recordings. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
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