Suchergebnis: Katalogdaten im Herbstsemester 2021
Science, Technology, and Policy Master  | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
 Sozialwissenschaftliche Fächer | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Nummer | Titel | Typ | ECTS | Umfang | Dozierende | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 860-0003-00L | Cornerstone Science, Technology, and Policy  Only for Science, Technology, and Policy MSc and PhD. ISTP-PhD students please register via the Study Administration. | O | 2 KP | 1S | T. Bernauer | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | This course introduces students to the MSc STP programme. It provides a general introduction to the study of STP. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | This course introduces students to the MSc program in two ways. First, it provides a general introduction to the study of STP. Second, it exposes students to various complex policy problems and ways and means of coming up with proposals for and assessments of policy options. In a reading workshop, students will learn how to improve their skills in reading and understanding scientific papers in the English language. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | - Introduction to Science, Technology and Policy. - Reading Workshop: Reading and understanding scientific papers in English language. A detailled programme will be sent out to the participants in advance to the course. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | Literature and references will be available on Moodle. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 860-0004-00L | Bridging Science, Technology, and Policy Only for Science, Technology, and Policy MSc and PhD. ISTP-PhD students please register via the Study Administration. | O | 3 KP | 2S | T. Bernauer, T. Schmidt | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | This course focuses on technological innovations from the beginning of humanity through the industrial revolution up until today. It provides students with a deeper understanding of the factors that drive technological innovations, and the roles government policies, society, science, and industry play in this regard. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | This course picks up on the ISTP Cornerstone Science, Technology and Policy course and goes into greater depth on issues covered in that course, as well as additional issues where science and technology are among the causes of societal challenges but can also help in finding solutions. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | Week 1: no class because of ISTP Cornerstone Science, Technology and Policy course Week 2: technology & society in historical perspective - technological innovations up to the industrial revolution Week 3: technology & society in historical perspective - technological innovations during the industrial revolution - engines & electricity Week 4: technology & society in historical perspective - from the industrial revolution to modernity - mobility and transport (railroads, ships, cars, airplanes, space) Week 5: food production: the green revolutions. Week 6: microelectronics, computing & the internet Week 7: life sciences: pharmaceuticals & diagnostic technology Week 8: energy: primary fuels, renewables, networks Week 9: automation: self-driving cars & trains, drones Week 10: communication & Big Data: semiconductors and software Week 11: military & security issues associated with technological innovation Week 12: possible futures (1): nuclear fusion, geoengineering Week 13: possible Future (2): information, communication, robotics, synthetic biology, nanotech, quantum computing | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | Skript: Course materials will be available on moodle. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | Literature: Literature and references will be available on Moodle. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 860-0005-00L | Colloquium Science, Technology, and Policy (HS) Only for Science, Technology, and Policy MSc and PhD. | O | 1 KP | 2K | T. Schmidt, T. Bernauer | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Presentations by invited guest speakers from academia and practice/policy. Students are assigned to play a leading role in the discussion and write a report on the respective event. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Presentations by invited guest speakers from academia and practice/policy. Students are assigned to play a leading role in the discussion and write a report on the respective event. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | See the program on the ISTP website: http://www.istp.ethz.ch/events/colloquium.html The series is open to the public. Lectures last about 60 minutes followed by an open discussion. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | open to anyone from ETH | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 860-0031-00L | Policy Analysis Only for Science, Technology, and Policy MSc. | O | 4 KP | 2V | T. Schmidt, B. Steffen, F. M. Egli | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | The course Policy Analysis 1 will introduce important concepts and methods for ex-ante policy analysis. It will mostly focus on the policy content (vis-à-vis the policy process). We will primarily discuss quantitative methods. The course will contain several practical assignments in which students have to apply the concepts and methods studied. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Students should gain the skill to perform policy analyses independently. To this end, students will be enabled to understand a policy problem and the rationale for policy intervention; to select appropriate impact categories and methods to address a policy problem through policy analysis; to assess policy alternatives, using various ex-ante policy analysis methods; and to communicate the results of the analysis. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | The course has four major topics: •Rationales for public policy in Science and Technology •Impact of policies on firms and investors •Impacts of policies on socio-technical systems •Impact of policies on society at large | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 363-0503-00L | Principles of Microeconomics GESS (Science in Perspective): This lecture is for MSc students only. BSc students register for 363-1109-00L Einführung in die Mikroökonomie. | O | 3 KP | 2G | M. Filippini | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | The course introduces basic principles, problems and approaches of microeconomics. This provides the students with reflective and contextual knowledge on how societies use scarce resources to produce goods and services and ensure a (fair) distribution. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | The learning objectives of the course are: (1) Students must be able to discuss basic principles, problems and approaches in microeconomics. (2) Students can analyse and explain simple economic principles in a market using supply and demand graphs. (3) Students can contrast different market structures and describe firm and consumer behaviour. (4) Students can identify market failures such as externalities related to market activities and illustrate how these affect the economy as a whole. (5) Students can also recognize behavioural failures within a market and discuss basic concepts related to behavioural economics. (6) Students can apply simple mathematical concepts on economic problems. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | The resources on our planet are finite. The discipline of microeconomics therefore deals with the question of how society can use scarce resources to produce goods and services and ensure a (fair) distribution. In particular, microeconomics deals with the behaviour of consumers and firms in different market forms. Economic considerations and discussions are not part of classical engineering and science study programme. Thus, the goal of the lecture "Principles of Microeconomics" is to teach students how economic thinking and argumentation works. The course should help the students to look at the contents of their own studies from a different perspective and to be able to critically reflect on economic problems discussed in the society. Topics covered by the course are: - Supply and demand - Consumer demand: neoclassical and behavioural perspective - Cost of production: neoclassical and behavioural perspective - Welfare economics, deadweight losses - Governmental policies - Market failures, common resources and public goods - Public sector, tax system - Market forms (competitive, monopolistic, monopolistic competitive, oligopolistic) - International trade | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | Lecture notes, exercises and reference material can be downloaded from Moodle. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | N. Gregory Mankiw and Mark P. Taylor (2020), "Economics", 5th edition, South-Western Cengage Learning. The book can also be used for the course 'Principles of Macroeconomics' (Sturm) For students taking only the course 'Principles of Microeconomics' there is a shorter version of the same book: N. Gregory Mankiw and Mark P. Taylor (2020), "Microeconomics", 5th edition, South-Western Cengage Learning. Complementary: R. Pindyck and D. Rubinfeld (2018), "Microeconomics", 9th edition, Pearson Education. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | GESS (Science in Perspective): This lecture is for MSc students only. BSc students register for 363-1109-00L Einführung in die Mikroökonomie. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 860-0041-00L | Statistics 1 Only for Science, Technology and Policy MSc. | O | 4 KP | 2V | E. K. Smith | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | This course covers the necessary fundamentals for the use of statistics to understand policy. Theoretically the course will provide a survey of foundational concepts and techniques statistics and mathematics. The applied part of the course will focus on implementing these techniques in R, as well as the practical skills required to develop their own data based research projects. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Gain a familiarity with foundational concepts and techniques in statistics, and be able to apply these to new problems. Be comfortable independently conducting a variety of tasks in R, such as data cleaning, visualisation and analysis. Produce summaries of statistical analyses that non-specialists can understand. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | This course introduces students to the necessary fundamentals of statistics, and its application, to understand policy. Theoretically the course will provide a survey of foundational concepts and techniques statistics and mathematics. The applied part of the course will focus on implementing these techniques in R, as well as developing the practical skills in the language required to be able to independently conduct data based research projects. By doing so, students will gain a familiarity with foundational concepts and techniques in statistics, and be able to apply these to new problems. Students will also develop the requisite skills to be able to independently conduct a variety of tasks in R, such as data cleaning, visualisation and analysis. Finally, students will be able to produce summaries of statistical analyses that non-specialists can understand. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Naturwissenschaftlich-technische Ergänzung | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Städte, Infrastruktur und Planung | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Nummer | Titel | Typ | ECTS | Umfang | Dozierende | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 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 KP | 2V | M. Topalovic | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | 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. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | 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. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | 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 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | 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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| 701-1453-00L | Ecological Assessment and Evaluation | W | 3 KP | 3G | F. Knaus | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | 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. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | 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. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | Powerpoint slides are available on the webpage. Additional documents are handed out as copies. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | Basic literature and references are listed on the webpage. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | 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 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 363-1047-00L | Urban Systems and Transportation | W | 3 KP | 2G | G. Loumeau | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | This course is an introduction to urban and regional economics. It focuses on the formation and development of urban systems, and highlight how transport infrastructure investments can affect the location, size and composition of such systems. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | The main objective of this course is to provide students with some basic tools to analyze the fundamental economic forces at play in urban systems (i.e., agglomeration and congestion forces), and the role of transport networks in shaping the structure of these systems. Why do urban areas grow or decline? How do transport networks affect the location of individuals and firms? Does the location of a firm determine its productivity? Can transport infrastructure investments reduce economic disparities? These are some of the questions that students should be able to answer after having completed the course. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | The course is organized in four parts. I start with the key observation that economic activity (both in terms of population density and productivity) is unevenly distributed in space. For instance, the share of the population living in urban centers is increasing globally, from 16% in 1900 and 50% in 2000 to about 68% by the year 2050 (UN, World Economic Prospects, 2014). The goal of the first part is then to understand the economic forces at play behind these trends, looking at the effects within and across urban areas. I will also discuss how natural or man-made geographical characteristics (e.g., rivers, mountains, borders, etc.) affect the development of such urban systems. In the second part, I discuss the planning and pricing of transport networks, moving from simple local models to more complex transport models at a global scale. The key aspects include: the first and second best road pricing, the public provision of transport networks and the demographic effects of transport networks. In the third part, I combine the previous two parts and analyze the interaction between urban systems and transportation. Thereby, the main focus is to understand the economic mechanisms that can lead to a general equilibrium of all actors involved. However, as the study of the historical development of urban systems and transport networks provides interesting insights, I will discuss how their interaction in the past shapes today’s economic geography. Finally, I broaden the scope of the course and explore related topics. There will be a particular emphasis on the relation between urban systems and fiscal federalism as well as environmental policies. Both aspects are important determinants of the contemporary developments of urban systems, and as such deserve our attention. In general, this class focuses on the latest research developments in urban and regional economics, though it does not require prior knowledge in this field. It pays particular attention to economic approaches, which are based on theoretical frameworks with strong micro-foundations and allow for precise policy recommendations. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | Course slides will be made available to students prior to each class. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | Course slides will be made available to students. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 101-0509-00L | Infrastructure Management 1: Process | W | 6 KP | 3G | B. T. Adey | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Infrastructure asset management is the process used to ensure that infrastructure provides adequate levels of service for specified periods of time. This course provides an overview of the process, from setting goals to developing intervention programs to analyzing the process itself. It consists of weekly lectures and a group project. Additionally, there is a weekly help session. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | There are a large number of efforts around the world to obtain more net benefits from infrastructure assets. This can be seen through the proliferation of codes and guidelines and the increasing amount of research in road infrastructure asset management. Many of these codes and guidelines and much of the research, however, are focused on only part of the large complex problem of infrastructure asset management. The objective of this course is to provide an overview of the entire infrastructure management process. The high-level process described can be used as a starting point to ensure that infrastructure management is done professionally, efficiently and effectively. It also enables a clear understanding of where computer systems can be used to help automate parts of the process. Students can use this process to help improve the specific infrastructure management processes in the organisations in which they work in the future. More specifically upon completion of the course, students will • understand the main tasks of an infrastructure manager and the complexity of these tasks, • understand the importance of setting goals and constraints in the management of infrastructure, • be able to predict the deterioration of individual assets using discrete states that are often associated with visual inspections, • be able to develop and evaluate simple management strategies for individual infrastructure assets, • be able to develop and evaluate intervention programs that are aligned with their strategies, • understand the principles of guiding projects and evaluating the success of projects, • be able to formally model infrastructure management processes, and • understand the importance of evaluating the infrastructure management process and have a general idea of how to do so. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | The weekly lectures are structured as follows: 1 Introduction: An introduction to infrastructure management, with emphasis on the consideration of the benefits and costs of infrastructure to all members of society, and balancing the need for prediction accuracy with analysis effort. The expectations of your throughout the semester, including a description of the project. 2 Positioning infrastructure management in society: As infrastructure plays such an integral part in society, there is considerable need to ensure that infrastructure managers are managing it as best possible. A prominent network regulator explains the role and activities of a network regulator. 3 Setting goals and constraints – To manage infrastructure you need to know what you expect from it in terms of service and how much you are willing to pay for it. We discuss the measures of service for this purpose, as well as the ideas of quantifiable and non-quantifiable benefits, proxies of service, and valuing service. 4 Predicting the future – As infrastructure and our expectations of service from it change over time, these changes need to be included in the justification of management activities. This we discuss the connection between provided service and the physical state of the infrastructure and one way to predict their evolution over time. 5 Help session 1 6 Determining and justifying general interventions - It is advantageous to be able to explain why infrastructure assets need to be maintained, and not simply say that they need to be maintained. This requires explanation of the types of interventions that should be executed and how these interventions will achieve the goals. It also requires explaining which interventions are to be done if it is not possible to do everything due to for example budget constraints. This week we cover how to determine optimal intervention strategies for individual assets, and how to convert these strategies into network level intervention programs. 7 Determining and justifying monitoring - Once it is clear how infrastructure might change over time, and the optimal intervention strategies are determined, you need to explain how you are going to know that these states exist. This requires the construction of monitoring strategies for each of asset. This week we focus on how to develop monitoring strategies that ensure interventions are triggered at the right time. 8 Converting programs to projects / Analysing projects – Once programs are completed and approved, infrastructure managers must create, supervise and analyse projects. This week we focus on this conversion and the supervision and analysis of projects. 9 Help session 2 10 Ensuring good information – Infrastructure management requires consistent and correct information. This is enabled by the development of a good information model. This week we provide an introduction to information models and how they are used in infrastructure management. 11 Ensuring a well-run organization – How people work together affects how well the infrastructure is managed. This week we focus on the development of the human side of the infrastructure management organisation. 12 Describing the IM process – Infrastructure management is a process that is followed continually and improved over time. It should be written down clearly. This week we will concentrate on how this can be done using the formal modelling notation BPMN 2.0. 13 Evaluating the IM process – Infrastructure management processes can always be improved. Good managers acknowledge this, but also have a plan for continual improvement. This week we concentrate on how you can systematically evaluate the infrastructure management process. 14 Help session 3 and submission of project report. 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. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | • 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. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | Appropriate literature will be handed out when required via Moodle. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | This course has no prerequisites. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kompetenzen |
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| 103-0347-01L | Landscape Planning and Environmental Systems (GIS Exercises) | W | 3 KP | 2U | A. Grêt-Regamey, C. Brouillet, N. Klein | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Im Kurs werden die Inhalte der Vorlesung Landschaftsplanung und Umweltsysteme (103-0347-00 V) verdeutlicht. Die verschiedenen Aspekte (z.B. Habitatmodellierung, ökosystemleistungen, Landnutzungsänderung, Vernetzung) werden in einzelnen GIS Übungen praktisch erarbeitet. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | - Praktische Anwendung der theoretischen Grundlagen aus der Vorlesung - Quantitative Erfassung und Bewertung der Eigenschaften der Landschaft durchführen - Zweckmässiger Einsatz von GIS für die Landschaftsplanung kennen - Anhand von Fallbeispielen Massnahmen der Landschaftsplanung erarbeiten | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | - Einsatz von GIS in der Landschaftsplanung - Landschaftsanalyse - Landschaftsstrukturmasse - Modellierung von Habitaten und Landnutzungsänderungen - Berechnung urbaner Landschaftsdienstleistungen - ökologische Vernetzung | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | Skripte und Präsentationsunterlagen für jede Übung werden auf Moodle zur Verfügung gestellt. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | Wird in der Veranstaltung genannt. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | GIS-Grundkenntisse sind von Vorteil. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 103-0347-00L | Landscape Planning and Environmental Systems | W | 3 KP | 2V | A. Grêt-Regamey | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Im Kurs werden die Methoden zur Erfassung und Messung der Landschaftseigenschaften, sowie Massnahmen und Umsetzung in der Landschaftsplanung vermittelt. Die Landschaftsplanung wird in den Kontext der Umweltsysteme (Boden, Wasser, Luft, Klima, Pflanzen und Tiere) gestellt und hinsichtlich gesellschaftspolitischer Zukunftsfragen diskutiert. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Ziele der Vorlesung sind: 1) Der Begriff Landschaftsplanung, die ökonomische Bedeutung von Landschaft und Natur im Kontext der Umweltsysteme (Boden, Wasser, Luft, Klima, Pflanzen und Tiere) erläutern. 2) Die Landschaftsplanung als umfassendes Informationssystem zur Koordination verschiedener Instrumente aufzeigen, indem die Ziele, Methoden, die Instrumente und deren Funktion in der Landschaftsplanung erläutert werden. 3) Die Leistungen von Ökosystemen verdeutlichen. 4) Die Grundlageninformationen über Natur und Landschaft aufzeigen: Analyse und Bewertung des komplexen Wirkungsgefüges aller Landschaftsfaktoren, Auswirkungen vorhandener und absehbaren Raumnutzungen (Naturgüter und Landschaftsfunktionen). 5) Die Erfassung und Messung der Eigenschaften der Landschaft. 6) Zweckmässiger Einsatz von GIS für die Landschaftsplanung kennen lernen. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | In dieser Vorlesung werden folgende Themen behandelt: - Definition Landschaft, Landschaftsbegriff - Lanschaftsstrukturmasse - Landschaftswandel - Landschaftsplanung - Methoden, Instrumente und Ziele in der Landschaftsplanung (Politik) - Gesellschaftspolitische Zukunftsfragen - Umweltsysteme, ökologische Vernetzung - ökosystemleistungen - Urbane Landschaftsdienstleistungen - Praxis der Landschaftsplanung - Einsatz von GIS in der Landschaftsplanung | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | Kein Skript. Die Unterlagen, bestehend aus Präsentationsunterlagen der einzelnen Referate werden teilweise abgegeben und stehen auf Moodle zum Download bereit. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | Die Inhalte der Vorlesung werden in der zugehörigen Lehrveranstaltung 103-0347-01 U (Landscape Planning and Environmental Systems (GIS Exercises)) verdeutlicht. Eine entsprechende Kombination der Lehrveranstaltungen wird empfohlen. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 101-0427-01L | Public Transport Design and Operations | W | 6 KP | 4G | F. Corman, F. Leutwiler | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | This course aims at analyzing, designing, improving public transport systems, as part of the overall transport system. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | 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. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | 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 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | Lecture slides are provided. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | 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) | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 103-0317-00L | Introduction to Spatial Development and Transformation Nur für Master-Studierende, ansonsten ist eine Spezialbewilligung des Dozierenden notwendig. | W | 3 KP | 2G | M. Nollert, D. Kaufmann | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | In der Lehrveranstaltung werden die wichtigsten theoretischen, materiellen und methodischen Grundlagen für raumbedeutsames Handeln und Entscheiden vermittelt. Anhand aktueller und zukünftiger Herausforderungen der Raumentwicklung in der Schweiz und in Europas werden zentrale Aufgaben und Möglichkeiten zu deren Behandlung vermittelt. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Raumentwicklung beschäftigt sich mit der Gestaltung unseres Lebensraumes. Um zwischen den unterschiedlichen Ansprüche, Interessen und Vorhaben verschiedener Akteure vermitteln zu können, bedarf es einer vorausschauenden, aktionsorientierten und auf Robustheit bedachten Planung. Sie ist - im Sinne einer nachhaltigen Raumentwicklung - dem haushälterischen Umgang mit Ressourcen verpflichtet, insbesondere der nicht vermehrbaren Ressource Boden. In der Vorlesung wird das dafür notwendige grundlegende Fachwissen eingeführt und orientiert sich an folgenden Leitthemen: – Innenentwicklung und Herausforderungen räumlicher Transformation – Planungsansätze und die politische Steuerung der Raumentwicklung – Zusammenspiel formeller und informeller Verfahren und Prozesse über verschiedene Massstäbe räumlicher Entwicklung hinweg – Methoden aktionsorientierter Planung in von Unsicherheit geprägten Situationen – Partizipation in Raumplanungsfragen – Integrierte Raum- und Infrastrukturentwicklung Die Studierenden sind durch die Belegung der Vorlesung in der Lage, massstabsübergreifende, komplexe Aufgaben der Raumentwicklung und Transformation zu erkennen und ihr theoretisches, methodisches sowie fachliches Wissen zu deren Klärung einsetzen.In der Vorlesung wird das dafür notwendige grundlegende Fachwissen eingeführt und orientiert sich an folgenden Leitthemen: – Innenentwicklung und Herausforderungen räumlicher Transformation – Zusammenspiel formeller und informeller Verfahren und Prozesse über verschiedene Mass-stäbe räumlicher Entwicklung hinweg – Methoden aktionsorientierter Planung in von Unsicherheit geprägten Situationen – Integrierte Raum- und Infrastrukturentwicklung Die Studierenden sind durch die Belegung der Vorlesung in der Lage, massstabsübergreifende, komplexe Aufgaben der Raumentwicklung und Transformation zu erkennen und ihr methodi-sches sowie fachliches Wissen zu deren Klärung einsetzen. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | - Planungsansätze und politische Organisation in der Schweiz - Raumbedeutsame Aufgaben - Kennzahlen und Schlüsselziffern - Treiber der Raumentwicklung - Steuerung der Raumentwicklung I: Politik - Steuerung der Raumentwicklung II: Formelle und informelle Instrumente - Organisation der Raumentwicklung I: Governance - Organisation der Raumentwicklung II: Prozesse und Organisation - Methoden der Raumplanung I - Methoden in der Raumplanung II - Planung in komplexen Situationen - Partizipation in der Raumentwicklung - Gegenwärtige und zukünftige Kernaufgaben der Raumentwicklung | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | Weitere Informationen und Unterlagen zur Vorlesung werden auf den Internetseiten des IRL/STL bereitgestellt | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kompetenzen |
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| 052-0707-00L | Urban Design III | W | 2 KP | 2V | H. Klumpner, M. Fessel | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Students are introduced to a narrative of 'Urban Stories' through a series of three tools driven by social, governance, and environmental transformations in today's urbanization processes. Each lecture explores one city's spatial and organizational ingenuity born out of a particular place's realities, allowing students to transfer these inventions into a catalog of conceptual tools. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | How can students of architecture become active agents of change? What does it take to go beyond a building's scale, making design-relevant decisions to the city rather than a single client? How can we design in cities with a lack of land, tax base, risk, and resilience, understanding that Zurich is the exception and these other cities are the rule? How can we discover, set rather than follow trends and understand existing urban phenomena activating them in a design process? The lecture series produces a growing catalog of operational urban tools across the globe, considering Governance, Social, and Environmental realities. Instead of limited binary comparing of cities, we are building a catalog of change, analyzing what design solutions cities have been developing informally incrementally over time, why, and how. We look at the people, institutions, culture behind the design and make concepts behind these tools visible. Students get first-hand information from cities where the chair as a Team has researched, worked, or constructed projects over the last year, allowing competent, practical insight about the people and topics that make these places unique. Students will be able to use and expand an alternative repertoire of experiences and evidence-based design tools, go to the conceptual core of them, and understand how and to what extent they can be relevant in other places. Urban Stories is the basic practice of architecture and urban design. It introduces a repertoire of urban design instruments to the students to use, test, and start their designs. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | Urban form cannot be reduced to physical space. Cities result from social construction, under the influence of technologies, ecology, culture, the impact of experts, and accidents. Urban un-concluded processes respond to political interests, economic pressure, cultural inclinations, along with the imagination of architects and urbanists and the informal powers at work in complex adaptive systems. Current urban phenomena are the result of urban evolution. The facts stored in urban environments include contributions from its entire lifecycle, visible in the physical environment, and non-physical aspects. This imaginary city exists along with its potentials and problems and with the conflicts that have evolved. Knowledge and understanding, along with a critical observation of the actions and policies, are necessary to understand the diversity and instability present in the contemporary city and understand how urban form evolved to its current state. How did cities develop into the cities we live in now? Urban plans, instruments, visions, political decisions, economic reasonings, cultural inputs, and social organization have been used to operate in urban settlements in specific moments of change. We have chosen cities that exemplify how these instruments have been implemented and how they have shaped urban environments. We transcribe these instruments into urban operational tools that we have recognized and collected within existing tested cases in contemporary cities across the globe. This lecture series will introduce urban knowledge and the way it has introduced urban models and operational modes within different concrete realities, therefore shaping cities. The lecture series translates urban knowledge into operational tools, extracted from cities where they have been tested and become exemplary samples, most relevant for understanding how the urban landscape has taken shape. The tools are clustered in twelve thematic clusters and three tool scales for better comparability and cross-reflection. The Tool case studies are compiled into a global urbanization toolbox, which we use as typological models to read the city and critically reflect upon it. The presented contents are meant to serve as inspiration for positioning in future professional life and provide instruments for future design decisions. In an interview with a local designer, we measure our insights against the most pressing design topics in cities today, including inclusion, affordable housing, provision of public spaces, and infrastructure for all. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | The learning material, available via https://moodle-app2.let.ethz.ch/ is comprised of: - Toolbox 'Reader' with an introduction to the lecture course and tool summaries - Weekly exercise tasks - Infographics with basic information of each city - Quiz question for each tool - Additional reading material - Interviews with experts - Archive of lecture recordings | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | - Reading material will be provided throughout the semester. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 851-0252-08L | Evidence-Based Design: Methods and Tools For Evaluating Architectural Design Number of participants limited to 40 Particularly suitable for students of D-ARCH | W | 3 KP | 2S | M. Gath Morad, C. Hölscher, L. Narvaez Zertuche, C. Veddeler | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Students are taught a variety of analytic techniques that can be used to evaluate architectural design. The concept of evidence-based design is introduced, and complemented with theoretical background on space syntax and spatial cognition. This is a project-oriented course, students implement a range of methods on a sample project. The course is tailored for architecture design students. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | The course aims to teach students how to evaluate a design project from the perspective of the end user. The concept of evidence-based design is introduced through a series of case studies. Students are given a theoretical background in space syntax and spatial cognition, with a view to applying this knowledge during the design process. The course covers a range of methods including visibility analysis, network analysis, conducting real-world observations, and virtual reality for architectural design. Students apply these methods to a case study of their choice, which can be at building or urban scale. For students taking a B-ARCH or M-ARCH degree, this can be a completed or ongoing design studio project. The course gives students the chance to implement the methods iteratively and explore how best to address the needs of the eventual end-user during the design process. The course is tailored for students studying for B-ARCH and M-ARCH degrees. As an alternative to obtaining D-GESS credit, architecture students can obtain course credit in "Vertiefungsfach" or "Wahlfach". | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Mobilität und Energie | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Nummer | Titel | Typ | ECTS | Umfang | Dozierende | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 151-0216-00L | Wind Energy | W | 4 KP | 2V + 1U | N. Chokani | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | The objective of this course is to introduce the students to the fundamentals, technologies, modern day application, and economics of wind energy. These subjects are introduced through a discussion of the basic principles of wind energy generation and conversion, and a detailed description of the broad range of relevant technical, economic and environmental topics. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | The objective of this course is to introduce the students to the fundamentals, technologies, modern day application, and economics of wind energy. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | This mechanical engineering course focuses on the technical aspects of wind turbines; non-technical issues are not within the scope of this technically oriented course. On completion of this course, the student shall be able to conduct the preliminary aerodynamic and structural design of the wind turbine blades. The student shall also be more aware of the broad context of drivetrains, dynamics and control, electrical systems, and meteorology, relevant to all types of wind turbines. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 227-0731-00L | Power Market I - Portfolio and Risk Management | W | 6 KP | 4G | D. Reichelt, G. A. Koeppel | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Portfolio und Risiko Management für Energieversorgungsunternehmen, Europäischer Strommarkt und -handel, Terminkontrakte, Preisabsicherung, Optionen und Derivate, Kennzahlen für das Risikomanagement, finanztechnische Modellierung von Kraftwerken, grenzüberschreitender Stromhandel, Systemdienstleistungen, Regelenergiemarkt, Bilanzgruppenmodell. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Erwerb von umfassenden Kenntnissen über die weltweite Liberalisierung der Strommärkte, den internationalen Stromhandel sowie die Funktion von Strombörsen. Verstehen der Finanzprodukte (Derivate) basierend auf dem Strompreis. Abbilden des Portfolios aus physischer Produktion, Verträgen und Finanzprodukten. Beurteilen von Strategien zur Absicherung des Marktpreisrisikos. Beherrschen der Methoden und Werkzeuge des Risiko Managements. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | 1. Europäischer Strommarkt und –handel 1.1. Einführung Stromhandel 1.2. Entwicklung des Marktes 1.3. Energiewirtschaft 1.4. Spothandel und OTC-Handel 1.5. Strombörse EEX 2. Marktmodell 2.1. Marktplatz und Organisation 2.2. Bilanzgruppenmodell / Ausgleichsenergie 2.3. Systemdienstleistungen 2.4. Regelenergiemarkt 2.5. Grenzüberschreitender Handel 2.6. Kapazitätsauktionen 3. Portfolio und Risiko Management 3.1. Portfoliomanagement 1 (Einführung) 3.2. Terminkontrakte (EEX Futures) 3.3. Risk Management 1 (m2m, VaR, hpfc, Volatilität, cVaR) 3.4. Risk Management 2 (PaR) 3.5. Vertragsbewertung (HPFC) 3.6. Portfoliomanagement 2 3.7. Risk Management 3 (Energiegeschäft) 4. Energie & Finance I 4.1. Optionen 1 – Grundlagen 4.2. Optionen 2 – Absicherungsstrategien 4.3. Einführung Derivate (Swaps, Cap, Floor, Collar) 4.4. Finanztechnische Modellierung von Kraftwerken 4.5. Wasserkraft und Handel 4.6. Anreizregulierung | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | Handouts mit den Folien der Vorlesung | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | 1 Exkursion pro Semester, 2 Case Studies, externe Referaten für ausgewählte Themen. Kurs Moodle: https://moodle-app2.let.ethz.ch/enrol/index.php?id=11636 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 363-1047-00L | Urban Systems and Transportation | W | 3 KP | 2G | G. Loumeau | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | This course is an introduction to urban and regional economics. It focuses on the formation and development of urban systems, and highlight how transport infrastructure investments can affect the location, size and composition of such systems. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | The main objective of this course is to provide students with some basic tools to analyze the fundamental economic forces at play in urban systems (i.e., agglomeration and congestion forces), and the role of transport networks in shaping the structure of these systems. Why do urban areas grow or decline? How do transport networks affect the location of individuals and firms? Does the location of a firm determine its productivity? Can transport infrastructure investments reduce economic disparities? These are some of the questions that students should be able to answer after having completed the course. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | The course is organized in four parts. I start with the key observation that economic activity (both in terms of population density and productivity) is unevenly distributed in space. For instance, the share of the population living in urban centers is increasing globally, from 16% in 1900 and 50% in 2000 to about 68% by the year 2050 (UN, World Economic Prospects, 2014). The goal of the first part is then to understand the economic forces at play behind these trends, looking at the effects within and across urban areas. I will also discuss how natural or man-made geographical characteristics (e.g., rivers, mountains, borders, etc.) affect the development of such urban systems. In the second part, I discuss the planning and pricing of transport networks, moving from simple local models to more complex transport models at a global scale. The key aspects include: the first and second best road pricing, the public provision of transport networks and the demographic effects of transport networks. In the third part, I combine the previous two parts and analyze the interaction between urban systems and transportation. Thereby, the main focus is to understand the economic mechanisms that can lead to a general equilibrium of all actors involved. However, as the study of the historical development of urban systems and transport networks provides interesting insights, I will discuss how their interaction in the past shapes today’s economic geography. Finally, I broaden the scope of the course and explore related topics. There will be a particular emphasis on the relation between urban systems and fiscal federalism as well as environmental policies. Both aspects are important determinants of the contemporary developments of urban systems, and as such deserve our attention. In general, this class focuses on the latest research developments in urban and regional economics, though it does not require prior knowledge in this field. It pays particular attention to economic approaches, which are based on theoretical frameworks with strong micro-foundations and allow for precise policy recommendations. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | Course slides will be made available to students prior to each class. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | Course slides will be made available to students. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 151-0163-00L | Nuclear Energy Conversion Findet dieses Semester nicht statt. | W | 4 KP | 2V + 1U | A. Manera | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Physikalische Grundlagen der Kernspaltung und der Kettenreaktion, thermische Auslegung, Aufbau, Funktion, und Betrieb von Kernreaktoren und Kernkraftwerken, Leichtwasserreaktoren und andere Reaktortypen, Konversion und Brüten | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Die Studierenden erhalten einen Überblick über die Energieerzeugung in Kernkraftwerken, über Aufbau und Funktion der wichtigsten Reaktortypen sowie über den Kernbrennstoffkreislauf mit Schwerpunkt auf Leichtwasserreaktoren. Sie erhalten die mathematisch-physikalischen Grundlagen für quantitave Abschätzungen zu den wichtigsten Aspekten der Auslegung, des dynamischen Verhaltens und der Stoff- und Energieströme. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | Neutronenphysikalische Grundlagen von Kernspaltung und Kettenreaktion. Thermodynamische Grundlagen von Kernreaktoren. Auslegung des Reaktorkerns. Einführung in das dynamische Verhalten von Kernreaktoren. Überblick über die wichtigsten Reaktortypen, Unterschied zwischen thermischen Reaktoren und Brutreaktoren. Aufbau und Betrieb von Kernkraftwerken mit Druck- und Siedewasserreaktoren, Rolle und Funktion der wichtigsten Sicherheitssysteme, Besonderheiten des Energieumwandlungsprozesses. Entwicklungstendenzen in der Reaktortechnik. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | Vorlesungsunterlagen werden verteilt. Vielfältiges Angebot an zusätzlicher Literatur und Informationen unter Link | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | S. Glasston & A. Sesonke: Nuclear Reactor Engineering, Reactor System Engineering, Ed. 4, Vol. 2., Springer-Science+Business Media, B.V. R. L. Murray: Nuclear Energy (Sixth Edition), An Introduction to the Concepts, Systems, and Applications of Nuclear Processes, Elsevier | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 151-1633-00L | Energy Conversion This course is intended for students outside of D-MAVT. | W | 4 KP | 3G | I. Karlin, G. Sansavini | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | This course provides the students with an introduction to thermodynamics and energy conversion. Students shall gain basic understanding of energy and energy interactions as well as their link to energy conversion technologies. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Thermodynamics is key to understanding and use of energy conversion processes in Nature and technology. Main objective of this course is to give a compact introduction into basics of Thermodynamics: Thermodynamic states and thermodynamic processes; Work and Heat; First and Second Laws of Thermodynamics. Students shall learn how to use energy balance equation in the analysis of power cycles and shall be able to evaluate efficiency of internal combustion engines, gas turbines and steam power plants. The course shall extensively use thermodynamic charts to building up students’ intuition about opportunities and restrictions to increase useful work output of energy conversion. Thermodynamic functions such as entropy, enthalpy and free enthalpy shall be used to understand chemical and phase equilibrium. The course also gives introduction to refrigeration cycles, combustion and refrigeration. The course compactly covers the standard course of thermodynamics for engineers, with additional topics of a general physics interest (nonideal gas equation of state and Joule-Thomson effect) also included. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | 1. Thermodynamic systems, states and state variables 2. Properties of substances: Water, air and ideal gas 3. Energy conservation in closed and open systems: work, internal energy, heat and enthalpy 4. Second law of thermodynamics and entropy 5. Energy analysis of steam power cycles 6. Energy analysis of gas power cycles 7. Refrigeration and heat pump cycles 8. Nonideal gas equation of state and Joule-Thomson effect 9. Maximal work and exergy 10. Mixtures 11. Chemical reactions and combustion systems; chemical and phase equilibrium | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | Lecture slides and supplementary documentation will be available online. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | Thermodynamics: An Engineering Approach, by Cengel, Y. A. and Boles, M. A., McGraw Hill | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | This course is intended for students outside of D-MAVT. Students are assumed to have an adequate background in calculus, physics, and engineering mechanics. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 151-0567-00L | Engine Systems | W | 4 KP | 3G | C. Onder | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Einführung in heutige und zukünftige Verbrennungsmotorsysteme, insbesondere deren elektronische Steuerungen und Regelungen | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Moderne Methoden der Systemoptimierung und Regelung am Beispiel "Verbrennungsmotor" kennenlernen und an realen Motoren einüben. Aufbau und Funktionsweise von Antriebssystemen verstehen und quantitativ beschreiben können. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | Physikalische Phänomene und mathematische Modelle von Komponenten und Systemen (Gemischbildung, Laststeuerung, Aufladung, Emissionen, Antriebsstrangkomponenten, etc.). Fallstudien zum Thema modellbasierte optimale Auslegung und Steuerung / Regelung von Motorsystemen mit dem Ziel, Verbrauch und Schadstoffemissionen zu minimieren. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | Introduction to Modeling and Control of Internal Combustion Engine Systems Guzzella Lino, Onder Christopher H. 2010, Second Edition, 354 p., hardbound ISBN: 978-3-642-10774-0 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | Kombinierte Haus- und Laborübung Motoren (Lambda- oder Leerlaufdrehzahlregelung), in Gruppen | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 227-0122-00L | Introduction to Electric Power Transmission: System & Technology | W | 4 KP | 2V + 2U | C. Franck, G. Hug | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Introduction to theory and technology of electric power transmission systems. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | At the end of this course, the student will be able to: describe the structure of electric power systems, name the most important components and describe what they are needed for, apply models for transformers and overhead power lines, explain the technology of transformers and lines, calculate stationary power flows and other basic parameters in simple power systems. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | Structure of electric power systems, transformer and power line models, analysis of and power flow calculation in basic systems, technology and principle of electric power systems. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | Lecture script in English, exercises and sample solutions. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 227-0665-00L | Battery Integration Engineering Priority given to Electrical and Mechanical Engineering students Students are required to have attended one of the following courses: - 227-0664-00L Technology and Policy of Electrical Energy Storage - 529-0440-00L Physical Electrochemistry and Electrocatalysis - 529-0191-01L Renewable Energy Technologies II, Energy Storage and Conversion - 529-0659-00L Electrochemistry (Exception for PhD students). | W | 3 KP | 2V + 1U | T. J. Patey | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Batteries enable sustainable mobility, renewable power integration, various power grid services, and residential energy storage. Linked with low cost PV, Li-ion batteries are positioned to shift the 19th-century centralized power grid into a 21st-century distributed one. As with battery integration, this course combines understanding of electrochemistry, heat & mass transfer, device engineering. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | The learning objectives are: - Apply critical thinking on advancements in battery integration engineering. Assessment reflects this objective and is based on review of a scientific paper, with mark weighting of 10 / 25 / 65 for a proposal / oral presentation / final report, respectively. - Design battery system concepts for various applications in the modern power system and sustainable mobility, with a deep focus on replacing diesel buses with electric buses combined with charging infrastructure. - Critically assess progresses in battery integration engineering: from material science of novel battery technologies to battery system design. - Apply "lessons learned" from the history of batteries to assess progress in battery technology. - Apply experimental and physical concepts to develop battery models in order to predict lifetime. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | - Battery systems for the modern power grid and sustainable mobility. - Battery lifetime modeling by aging, thermal, and electric sub-models. - Electrical architecture of battery energy storage systems. - History and review of electrochemistry & batteries, and metrics to assess future developments in electrochemical energy stroage. - Sustainability and life cycle analysis of battery system innovations. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | Limited to 30 Students. Priority given to Electrical and Mechanical Engineering students. Mandatory - background knowledge in batteries & electrochemistry acquired in one of the following courses: - 227-0664-00L Technology and Policy of Electrical Energy Storage - 529-0440-00L Physical Electrochemistry and Electrocatalysis - 529-0191-01L Renewable Energy Technologies II, Energy Storage and Conversion - 529-0659-00L Electrochemistry Exception given for PhD students | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Daten und Informationstechnologie | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Nummer | Titel | Typ | ECTS | Umfang | Dozierende | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 263-3210-00L | Deep Learning Number of participants limited to 320. | W | 8 KP | 3V + 2U + 2A | F. Perez Cruz, A. Lucchi | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Deep learning is an area within machine learning that deals with algorithms and models that automatically induce multi-level data representations. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | In recent years, deep learning and deep networks have significantly improved the state-of-the-art in many application domains such as computer vision, speech recognition, and natural language processing. This class will cover the mathematical foundations of deep learning and provide insights into model design, training, and validation. The main objective is a profound understanding of why these methods work and how. There will also be a rich set of hands-on tasks and practical projects to familiarize students with this emerging technology. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | This is an advanced level course that requires some basic background in machine learning. More importantly, students are expected to have a very solid mathematical foundation, including linear algebra, multivariate calculus, and probability. The course will make heavy use of mathematics and is not (!) meant to be an extended tutorial of how to train deep networks with tools like Torch or Tensorflow, although that may be a side benefit. The participation in the course is subject to the following condition: - Students must have taken the exam in Advanced Machine Learning (252-0535-00) or have acquired equivalent knowledge, see exhaustive list below: Advanced Machine Learning https://ml2.inf.ethz.ch/courses/aml/ Computational Intelligence Lab http://da.inf.ethz.ch/teaching/2019/CIL/ Introduction to Machine Learning https://las.inf.ethz.ch/teaching/introml-S19 Statistical Learning Theory http://ml2.inf.ethz.ch/courses/slt/ Computational Statistics https://stat.ethz.ch/lectures/ss19/comp-stats.php Probabilistic Artificial Intelligence https://las.inf.ethz.ch/teaching/pai-f18 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 252-1414-00L | System Security | W | 7 KP | 2V + 2U + 2A | S. Capkun, A. Perrig | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | The first part of the lecture covers individual system aspects starting with tamperproof or tamper-resistant hardware in general over operating system related security mechanisms to application software systems, such as host based intrusion detection systems. In the second part, the focus is on system design and methodologies for building secure systems. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | In this lecture, students learn about the security requirements and capabilities that are expected from modern hardware, operating systems, and other software environments. An overview of available technologies, algorithms and standards is given, with which these requirements can be met. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | The first part of the lecture covers individual system's aspects starting with tamperproof or tamperresistant hardware in general over operating system related security mechanisms to application software systems such as host based intrusion detetction systems. The main topics covered are: tamper resistant hardware, CPU support for security, protection mechanisms in the kernel, file system security (permissions / ACLs / network filesystem issues), IPC Security, mechanisms in more modern OS, such as Capabilities and Zones, Libraries and Software tools for security assurance, etc. In the second part, the focus is on system design and methodologies for building secure systems. Topics include: patch management, common software faults (buffer overflows, etc.), writing secure software (design, architecture, QA, testing), compiler-supported security, language-supported security, logging and auditing (BSM audit, dtrace, ...), cryptographic support, and trustworthy computing (TCG, SGX). Along the lectures, model cases will be elaborated and evaluated in the exercises. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 263-4640-00L | Network Security | W | 8 KP | 2V + 2U + 3A | A. Perrig, S. Frei, M. Legner, K. Paterson | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Some of today's most damaging attacks on computer systems involve exploitation of network infrastructure, either as the target of attack or as a vehicle to attack end systems. This course provides an in-depth study of network attack techniques and methods to defend against them. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | - Students are familiar with fundamental network-security concepts. - Students can assess current threats that Internet services and networked devices face, and can evaluate appropriate countermeasures. - Students can identify and assess vulnerabilities in software systems and network protocols. - Students have an in-depth understanding of a range of important state-of-the-art security technologies. - Students can implement network-security protocols based on cryptographic libraries. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | The course will cover topics spanning four broad themes with a focus on the first two themes: (1) network defense mechanisms such as public-key infrastructures, TLS, VPNs, anonymous-communication systems, secure routing protocols, secure DNS systems, and network intrusion-detection systems; (2) network attacks such as hijacking, spoofing, denial-of-service (DoS), and distributed denial-of-service (DDoS) attacks; (3) analysis and inference topics such as traffic monitoring and network forensics; and (4) new technologies related to next-generation networks. In addition, several guest lectures will provide in-depth insights into specific current real-world network-security topics. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | This lecture is intended for students with an interest in securing Internet communication services and network devices. Students are assumed to have knowledge in networking as taught in a communication networks lecture like 252-0064-00L or 227-0120-00L. Basic knowledge of information security or applied cryptography as taught in 252-0211-00L or 263-4660-00L is beneficial, but an overview of the most important cryptographic primitives will be provided at the beginning of the course. The course will involve several graded course projects. Students are expected to be familiar with a general-purpose or network programming language such as C/C++, Go, Python, or Rust. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 252-0535-00L | Advanced Machine Learning | W | 10 KP | 3V + 2U + 4A | J. M. Buhmann, C. Cotrini Jimenez | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Machine learning algorithms provide analytical methods to search data sets for characteristic patterns. Typical tasks include the classification of data, function fitting and clustering, with applications in image and speech analysis, bioinformatics and exploratory data analysis. This course is accompanied by practical machine learning projects. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Students will be familiarized with advanced concepts and algorithms for supervised and unsupervised learning; reinforce the statistics knowledge which is indispensible to solve modeling problems under uncertainty. Key concepts are the generalization ability of algorithms and systematic approaches to modeling and regularization. Machine learning projects will provide an opportunity to test the machine learning algorithms on real world data. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | The theory of fundamental machine learning concepts is presented in the lecture, and illustrated with relevant applications. Students can deepen their understanding by solving both pen-and-paper and programming exercises, where they implement and apply famous algorithms to real-world data. Topics covered in the lecture include: Fundamentals: What is data? Bayesian Learning Computational learning theory Supervised learning: Ensembles: Bagging and Boosting Max Margin methods Neural networks Unsupservised learning: Dimensionality reduction techniques Clustering Mixture Models Non-parametric density estimation Learning Dynamical Systems | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | No lecture notes, but slides will be made available on the course webpage. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | C. Bishop. Pattern Recognition and Machine Learning. Springer 2007. R. Duda, P. Hart, and D. Stork. Pattern Classification. John Wiley & Sons, second edition, 2001. T. Hastie, R. Tibshirani, and J. Friedman. The Elements of Statistical Learning: Data Mining, Inference and Prediction. Springer, 2001. L. Wasserman. All of Statistics: A Concise Course in Statistical Inference. Springer, 2004. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | The course requires solid basic knowledge in analysis, statistics and numerical methods for CSE as well as practical programming experience for solving assignments. Students should have followed at least "Introduction to Machine Learning" or an equivalent course offered by another institution. PhD students are required to obtain a passing grade in the course (4.0 or higher based on project and exam) to gain credit points. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 263-2400-00L | Reliable and Trustworthy Artificial Intelligence | W | 6 KP | 2V + 2U + 1A | M. Vechev | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Creating reliable and explainable probabilistic models is a fundamental challenge to solving the artificial intelligence problem. This course covers some of the latest and most exciting advances that bring us closer to constructing such models. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | The main objective of this course is to expose students to the latest and most exciting research in the area of explainable and interpretable artificial intelligence, a topic of fundamental and increasing importance. Upon completion of the course, the students should have mastered the underlying methods and be able to apply them to a variety of problems. To facilitate deeper understanding, an important part of the course will be a group hands-on programming project where students will build a system based on the learned material. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | This comprehensive course covers some of the latest and most important research advances (over the last 3 years) underlying the creation of safe, trustworthy, and reliable AI (more information here: https://www.sri.inf.ethz.ch/teaching/reliableai21): * Adversarial Attacks on Deep Learning (noise-based, geometry attacks, sound attacks, physical attacks, autonomous driving, out-of-distribution) * Defenses against attacks * Combining gradient-based optimization with logic for encoding background knowledge * Complete Certification of deep neural networks via automated reasoning (e.g., via numerical relaxations, mixed-integer solvers). * Probabilistic certification of deep neural networks * Training deep neural networks to be provably robust via automated reasoning * Fairness (different notions of fairness, certifiably fair representation learning) * Federated Learning (introduction, security considerations) | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | While not a formal requirement, the course assumes familiarity with basics of machine learning (especially linear algebra, gradient descent, and neural networks as well as basic probability theory). These topics are usually covered in “Intro to ML” classes at most institutions (e.g., “Introduction to Machine Learning” at ETH). For solving assignments, some programming experience in Python is expected. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 263-3845-00L | Data Management Systems | W | 8 KP | 3V + 1U + 3A | G. Alonso | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | The course will cover the implementation aspects of data management systems using relational database engines as a starting point to cover the basic concepts of efficient data processing and then expanding those concepts to modern implementations in data centers and the cloud. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | The goal of the course is to convey the fundamental aspects of efficient data management from a systems implementation perspective: storage, access, organization, indexing, consistency, concurrency, transactions, distribution, query compilation vs interpretation, data representations, etc. Using conventional relational engines as a starting point, the course will aim at providing an in depth coverage of the latest technologies used in data centers and the cloud to implement large scale data processing in various forms. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | The course will first cover fundamental concepts in data management: storage, locality, query optimization, declarative interfaces, concurrency control and recovery, buffer managers, management of the memory hierarchy, presenting them in a system independent manner. The course will place an special emphasis on understating these basic principles as they are key to understanding what problems existing systems try to address. It will then proceed to explore their implementation in modern relational engines supporting SQL to then expand the range of systems used in the cloud: key value stores, geo-replication, query as a service, serverless, large scale analytics engines, etc. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | The main source of information for the course will be articles and research papers describing the architecture of the systems discussed. The list of papers will be provided at the beginning of the course. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | The course requires to have completed the Data Modeling and Data Bases course at the Bachelor level as it assumes knowledge of databases and SQL. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 263-5902-00L | Computer Vision | W | 8 KP | 3V + 1U + 3A | M. Pollefeys, S. Tang, F. Yu | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | The goal of this course is to provide students with a good understanding of computer vision and image analysis techniques. The main concepts and techniques will be studied in depth and practical algorithms and approaches will be discussed and explored through the exercises. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | The objectives of this course are: 1. To introduce the fundamental problems of computer vision. 2. To introduce the main concepts and techniques used to solve those. 3. To enable participants to implement solutions for reasonably complex problems. 4. To enable participants to make sense of the computer vision literature. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | Camera models and calibration, invariant features, Multiple-view geometry, Model fitting, Stereo Matching, Segmentation, 2D Shape matching, Shape from Silhouettes, Optical flow, Structure from motion, Tracking, Object recognition, Object category recognition | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | It is recommended that students have taken the Visual Computing lecture or a similar course introducing basic image processing concepts before taking this course. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 252-3005-00L | Natural Language Processing Number of participants limited to 400. | W | 5 KP | 2V + 2U + 1A | R. Cotterell | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | This course presents topics in natural language processing with an emphasis on modern techniques, primarily focusing on statistical and deep learning approaches. The course provides an overview of the primary areas of research in language processing as well as a detailed exploration of the models and techniques used both in research and in commercial natural language systems. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | The objective of the course is to learn the basic concepts in the statistical processing of natural languages. The course will be project-oriented so that the students can also gain hands-on experience with state-of-the-art tools and techniques. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | This course presents an introduction to general topics and techniques used in natural language processing today, primarily focusing on statistical approaches. The course provides an overview of the primary areas of research in language processing as well as a detailed exploration of the models and techniques used both in research and in commercial natural language systems. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | Lectures will make use of textbooks such as the one by Jurafsky and Martin where appropriate, but will also make use of original research and survey papers. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Gesundheitswissenschaften und -technologie | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 376-0021-00L | Materials and Mechanics in Medicine | W | 4 KP | 3G | M. Zenobi-Wong, J. G. Snedeker | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Understanding of physical and technical principles in biomechanics, biomaterials, and tissue engineering as well as a historical perspective. Mathematical description and problem solving. Knowledge of biomedical engineering applications in research and clinical practice. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Understanding of physical and technical principles in biomechanics, biomaterials, tissue engineering. Mathematical description and problem solving. Knowledge of biomedical engineering applications in research and clinical practice. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | Biomaterials, Tissue Engineering, Tissue Biomechanics, Implants. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | course website on Moodle | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | Introduction to Biomedical Engineering, 3rd Edition 2011, Autor: John Enderle, Joseph Bronzino, ISBN 9780123749796 Academic Press | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 376-1103-00L | Frontiers in Nanotechnology | W | 4 KP | 4V | V. Vogel, weitere Dozierende | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Many disciplines are meeting at the nanoscale, from physics, chemistry to engineering, from the life sciences to medicine. The course will prepare students to communicate more effectively across disciplinary boundaries, and will provide them with deep insights into the various frontiers. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Building upon advanced technologies to create, visualize, analyze and manipulate nano-structures, as well as to probe their nano-chemistry, nano-mechanics and other properties within manmade and living systems, many exciting discoveries are currently made. They change the way we do science and result in so many new technologies. The goal of the course is to give Master and Graduate students from all interested departments an overview of what nanotechnology is all about, from analytical techniques to nanosystems, from physics to biology. Students will start to appreciate the extent to which scientific communities are meeting at the nanoscale. They will learn about the specific challenges and what is currently “sizzling” in the respective fields, and learn the vocabulary that is necessary to communicate effectively across departmental boundaries. Each lecturer will first give an overview of the state-of-the art in his/her field, and then describe the research highlights in his/her own research group. While preparing their Final Projects and discussing them in front of the class, the students will deepen their understanding of how to apply a range of new technologies to solve specific scientific problems and technical challenges. Exposure to the different frontiers will also improve their ability to conduct effective nanoscale research, recognize the broader significance of their work and to start collaborations. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | Starting with the fabrication and analysis of nanoparticles and nanostructured materials that enable a variety of scientific and technical applications, we will transition to discussing biological nanosystems, how they work and what bioinspired engineering principles can be derived, to finally discussing biomedical applications and potential health risk issues. Scientific aspects as well as the many of the emerging technologies will be covered that start impacting so many aspects of our lives. This includes new phenomena in physics, advanced materials, novel technologies and new methods to address major medical challenges. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | All the enrolled students will get access to a password protected website where they can find pdf files of the lecture notes, and typically 1-2 journal articles per lecture that cover selected topics. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 376-1714-00L | Biocompatible Materials | W | 4 KP | 3V | K. Maniura, M. Rottmar, M. Zenobi-Wong | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Introduction to molecules used for biomaterials, molecular interactions between different materials and biological systems (molecules, cells, tissues). The concept of biocompatibility is discussed and important techniques from biomaterials research and development are introduced. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | The course covers the follwing topics: 1. Introdcution into molecular characteristics of molecules involved in the materials-to-biology interface. Molecular design of biomaterials. 2. The concept of biocompatibility. 3. Introduction into methodology used in biomaterials research and application. 4. Introduction to different material classes in use for medical applications. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | Introduction into natural and polymeric biomaterials used for medical applications. The concepts of biocompatibility, biodegradation and the consequences of degradation products are discussed on the molecular level. Different classes of materials with respect to potential applications in tissue engineering, drug delivery and for medical devices are introduced. Strong focus lies on the molecular interactions between materials having very different bulk and/or surface chemistry with living cells, tissues and organs. In particular the interface between the materials surfaces and the eukaryotic cell surface and possible reactions of the cells with an implant material are elucidated. Techniques to design, produce and characterize materials in vitro as well as in vivo analysis of implanted and explanted materials are discussed. A link between academic research and industrial entrepreneurship is demonstrated by external guest speakers, who present their current research topics. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | Handouts are deposited online (moodle). | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | Literature: - Biomaterials Science: An Introduction to Materials in Medicine, Ratner B.D. et al, 3rd Edition, 2013 - Comprehensive Biomaterials, Ducheyne P. et al., 1st Edition, 2011 (available online via ETH library) Handouts and references therin. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 376-0300-00L | Translational Science for Health and Medicine | W | 3 KP | 2G | J. Goldhahn, C. Wolfrum | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Translational science is a cross disciplinary scientific research that is motivated by the need for practical applications that help people. The course should help to clarify basics of translational science, illustrate successful applications and should enable students to integrate key features into their future projects. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | After completing this course, students will be able to understand: Principles of translational science (including project planning, ethics application, basics of resource management and interdisciplinary communication) | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | What is translational science and what is it not? How to identify need? - Disease concepts and consequences for research - Basics about incidence, prevalence etc., and orphan indications How to choose the appropriate research type and methodology - Ethical considerations including ethics application - Pros and cons of different types of research - Coordination of complex approaches incl. timing and resources How to measure success? - Outcome variables - Improving the translational process Challenges of communication? How independent is translational science? - Academic boundary conditions vs. industrial influences Positive and negative examples will be illustrated by distinguished guest speakers. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 752-6105-00L | Epidemiology and Prevention | W | 3 KP | 2V | M. Puhan, R. Heusser | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | The module „Epidemiology and prevention“ describes the process of scientific discovery from the detection of a disease and its causes, to the development and evaluation of preventive and treatment interventions and to improved population health. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | The overall goal of the course is to introduce students to epidemiological thinking and methods, which are criticial pillars for medical and public health research. Students will also become aware on how epidemiological facts are used in prevention, practice and politics. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | The module „Epidemiology and prevention“ follows an overall framework that describes the course of scientific discovery from the detection of a disease to the development of prevention and treatment interventions and their evaluation in clinical trials and real world settings. We will discuss study designs in the context of existing knowledge and the type of evidence needed to advance knowledge. Examples from nutrition, chronic and infectious diseases will be used in order to show the underlying concepts and methods. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kompetenzen |
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| 752-6151-00L | Public Health Concepts | W | 3 KP | 2V | R. Heusser | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | The module "public health concepts" offers an introduction to key principles of public health. Students get acquainted with the concepts and methods of epidemiology. Students also learn to use epidemiological data for prevention and health promotion purposes. Public health concepts and intervention strategies are presented, using examples from infectious and chronic diseases. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | At the end of this module students are able: - to interpret the results of epidemiological studies - to critically assess scientific literature - to know the definition, dimensions and determinants of health - to plan public health interventions and health promotion projects - to draw a bridge from evidence to policies and politics | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | Concepts of descriptive and analytical epidemiology, study designs, measures of effect, confounding and bias, screening, surveilllance, definition of health and health promotion, health dimensions and health determinants, prevention strategies, public health interventions, public health action cycle, epidemiology and prevention of infectious and chronic diseases (HIV, COVID-19, Obesity, Iodine/PH nutrition). | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | Handouts are provided to students in the classroom. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kompetenzen |
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| 636-0109-00L | Stem Cells: Biology and Therapeutic Manipulation Findet dieses Semester nicht statt. | W | 4 KP | 3G | T. Schroeder | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Stem cells are central in tissue regeneration and repair, and hold great potential for therapy. We will discuss the role of stem cells in health and disease, and possibilities to manipulate their behavior for therapeutic application. Basic molecular and cell biology, engineering and novel technologies relevant for stem cell research and therapy will be discussed. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Understanding of current knowledge, and lack thereof, in stem cell biology, regenerative medicine and required technologies. Theoretical preparation for practical laboratory experimentation with stem cells. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | We will use different diseases to discuss how to potentially model, diagnose or heal them by stem cell based therapies. This will be used as a guiding framework to discuss relevant concepts and technologies in cell and molecular biology, engineering, imaging, bioinformatics, tissue engineering, that are required to manipulate stem cells for therapeutic application. Topics will include: - Embryonic and adult stem cells and their niches - Induced stem cells by directed reprogramming - Relevant basic cell biology and developmental biology - Relevant molecular biology - Cell culture systems - Cell fates and their molecular control by transcription factors and signalling pathways - Cell reprogramming - Disease modelling - Tissue engineering - Bioimaging, Bioinformatics - Single cell technologies | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 376-0225-00L | Physical Activities and Health | W | 3 KP | 2V | R. Knols, E. de Bruin, weitere Referent/innen | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | This course introduces/explores the complex relationship between physical activity, sedentary behavior and health. It will discuss the evolution of current physical activity recommendations. It will examine the current evidence base that has informed physical activity recommendations and that identified physical activity as a key modifiable lifestyle behavior contributing to disease and mortality. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | On completion of this course students will be able to demonstrate: 1. knowledge of and critical awareness of the role of physical activity and sedentary behavior in the maintenance of health and the aetiology, prevention and treatment of disease. 2. thorough knowledge and critical awareness of current recommendations for physical activity, and current prevalence and trends of physical activity and associated diseases 3. awareness of current national and international physical activity policies and how these impact on global challenges | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | Introduction to Physical Activity for Health, including sedentary behavior Physical activity epidemiology; concepts principles and approaches Physical activity and all cause morbidity and mortality Physical activity and chronic disease; Coronary heart disease, diabetes, bone health, cancer and obesity Physical activity and brain health Physical activity and sedentary behavior recommendations Population prevalence of physical activity and sedentary behavior Physical activity policies Physical activity assessment | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | Core texts for this course are: Hardman, A. and Stensel, D. Physical activity and health : the evidence explained. 2nd edition. (2009) UK, Routledge. Bouchard, C., Blair, S. N., & Haskell, W. L. (Eds.). (2012). Physical activity and health. Champaign, IL: Human Kinetics. Selective journal articles from relevant journals such as Journal of Physical Activity and Health and Journal of Aging and Physical Activity | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | From the BSc-course the following book is recommended: 'Essentials of strength training and conditioning' T. Baechle, R. Earle (3rd Edition) | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Umwelt und Ressourcen | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Nummer | Titel | Typ | ECTS | Umfang | Dozierende | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 103-0347-00L | Landscape Planning and Environmental Systems | W | 3 KP | 2V | A. Grêt-Regamey | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Im Kurs werden die Methoden zur Erfassung und Messung der Landschaftseigenschaften, sowie Massnahmen und Umsetzung in der Landschaftsplanung vermittelt. Die Landschaftsplanung wird in den Kontext der Umweltsysteme (Boden, Wasser, Luft, Klima, Pflanzen und Tiere) gestellt und hinsichtlich gesellschaftspolitischer Zukunftsfragen diskutiert. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Ziele der Vorlesung sind: 1) Der Begriff Landschaftsplanung, die ökonomische Bedeutung von Landschaft und Natur im Kontext der Umweltsysteme (Boden, Wasser, Luft, Klima, Pflanzen und Tiere) erläutern. 2) Die Landschaftsplanung als umfassendes Informationssystem zur Koordination verschiedener Instrumente aufzeigen, indem die Ziele, Methoden, die Instrumente und deren Funktion in der Landschaftsplanung erläutert werden. 3) Die Leistungen von Ökosystemen verdeutlichen. 4) Die Grundlageninformationen über Natur und Landschaft aufzeigen: Analyse und Bewertung des komplexen Wirkungsgefüges aller Landschaftsfaktoren, Auswirkungen vorhandener und absehbaren Raumnutzungen (Naturgüter und Landschaftsfunktionen). 5) Die Erfassung und Messung der Eigenschaften der Landschaft. 6) Zweckmässiger Einsatz von GIS für die Landschaftsplanung kennen lernen. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | In dieser Vorlesung werden folgende Themen behandelt: - Definition Landschaft, Landschaftsbegriff - Lanschaftsstrukturmasse - Landschaftswandel - Landschaftsplanung - Methoden, Instrumente und Ziele in der Landschaftsplanung (Politik) - Gesellschaftspolitische Zukunftsfragen - Umweltsysteme, ökologische Vernetzung - ökosystemleistungen - Urbane Landschaftsdienstleistungen - Praxis der Landschaftsplanung - Einsatz von GIS in der Landschaftsplanung | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | Kein Skript. Die Unterlagen, bestehend aus Präsentationsunterlagen der einzelnen Referate werden teilweise abgegeben und stehen auf Moodle zum Download bereit. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | Die Inhalte der Vorlesung werden in der zugehörigen Lehrveranstaltung 103-0347-01 U (Landscape Planning and Environmental Systems (GIS Exercises)) verdeutlicht. Eine entsprechende Kombination der Lehrveranstaltungen wird empfohlen. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kompetenzen |
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| 651-4057-00L | Climate History and Palaeoclimatology | W | 3 KP | 2G | H. Stoll, I. Hernández Almeida, H. Zhang | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Climate history and paleoclimatology explores how the major features of the earth's climate system have varied in the past, and the driving forces and feedbacks for these changes. The major topics include the earth's CO2 concentration and mean temperature, the size and stability of ice sheets and sea level, the amount and distribution of precipitation, and the ocean heat transport. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | The student will be able to describe the natural factors lead to variations in the earth's mean temperature, the growth and retreat of ice sheets, and variations in ocean and atmospheric circulation patterns, including feedback processes. Students will be able to interpret evidence of past climate changes from the main climate indicators or proxies recovered in geological records. Students will be able to use data from climate proxies to test if a given hypothesized mechanism for the climate change is supported or refuted. Students will be able to compare the magnitudes and rates of past changes in the carbon cycle, ice sheets, hydrological cycle, and ocean circulation, with predictions for climate changes over the next century to millennia. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | 1. Overview of elements of the climate system and earth energy balance 2. The Carbon cycle - long and short term regulation and feedbacks of atmospheric CO2. What regulates atmospheric CO2 over long tectonic timescales of millions to tens of millions of years? What are the drivers and feedbacks of transient perturbations like at the latest Palocene? What drives CO2 variations over glacial cycles and what drives it in the Anthropocene? 3. Ice sheets and sea level - What do expansionist glaciers want? What is the natural range of variation in the earth's ice sheets and the consequent effect on sea level? How do cyclic variations in the earth's orbit affect the size of ice sheets under modern climate and under past warmer climates? What conditions the mean size and stability or fragility of the large polar ice caps and is their evidence that they have dynamic behavior? What rates and magnitudes of sea level change have accompanied past ice sheet variations? When is the most recent time of sea level higher than modern, and by how much? What lessons do these have for the future? 4. Atmospheric circulation and variations in the earth's hydrological cycle - How variable are the earth's precipitation regimes? How large are the orbital scale variations in global monsoon systems? Will mean climate change El Nino frequency and intensity? What factors drive change in mid and high-latitude precipitation systems? Is there evidence that changes in water availability have played a role in the rise, demise, or dispersion of past civilizations? 5. The Ocean heat transport - How stable or fragile is the ocean heat conveyor, past and present? When did modern deepwater circulation develop? Will Greenland melting and shifts in precipitation bands, cause the North Atlantic Overturning Circulation to collapse? When and why has this happened before? | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 701-1341-00L | Water Resources and Drinking Water | W | 3 KP | 2G | S. Hug, M. Berg, F. Hammes, U. von Gunten | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | The course covers qualitative (chemistry and microbiology) and quantitative aspects of drinking water from the resource to the tap. Natural processes, anthropogenic pollution, legislation of groundwater and surface water and of drinking water as well as water treatment will be discussed for industrialized and developing countries. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | The goal of this lecture is to give an overview over the whole path of drinking water from the source to the tap and understand the involved physical, chemical and biological processes which determine the drinking water quality. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | The course covers qualitative (chemistry and microbiology) and quantitative aspects of drinking water from the resource to the tap. The various water resources, particularly groundwater and surface water, are discussed as part of the natural water cycle influenced by anthropogenic activities such as agriculture, industry, urban water systems. Furthermore legislation related to water resources and drinking water will be discussed. The lecture is focused on industrialized countries, but also addresses global water issues and problems in the developing world. Finally unit processes for drinking water treatment (filtration, adsorption, oxidation, disinfection etc.) will be presented and discussed. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | Handouts will be distributed | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | Will be mentioned in handouts | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 701-1677-00L | Quantitative Vegetation Dynamics: Models from Tree to Globe | W | 3 KP | 3G | H. Lischke, U. Hiltner, B. Rohner | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | This course provides hands-on experience with models of vegetation dynamics across temporal and spatial scales. The underlying principles, assets and trade-offs of the different approaches are introduced, and students work in a number of small projects with these models to gain first-hand experience. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Students will - be able to understand, assess and evaluate the fundamental properties of dynamic systems using vegetation models as case studies - obtain an overview of dynamic modelling techniques from the individual plant to the global level - understand the basic assumptions of the various model types, which dictate the skill and limitations of the respective model - be able to work with such model types on their own - appreciate the methodological basis for impact assessments of future climate change and other environmental changes on ecosystems. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | Models of individuals - Deriving single-plant models from inventory measurements - Plant models based on 'first principles' Models at the stand scale - Simple approaches: matrix models - Competition for light and other resources as central mechanisms - Individual-based stand models: distance-dependent and distance-independent - Theoretical models Models at the landscape scale - Simple approaches: cellular automata - Dispersal and disturbances (windthrow, fire, bark beetles) as key mechanisms - Landscape models Global models - Sacrificing local detail to attain global coverage: processes and entities - Dynamic Global Vegetation Models (DGVMs) - DGVMs as components of Earth System Models | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | Handouts will be available in the course and for download | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | Will be indicated at the beginning of the course | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | - Basic training in modelling and systems analysis - Basic knowledge of programming, ideally in R - Good knowledge of general ecology, vegetation dynamics, and forest systems | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 651-4097-00L | Applied Mineralogy and Non-Metallic Resources I | W | 3 KP | 2G | R. Kündig | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Die wichtigsten Rohstoffgruppen werden aus geologisch-petrographischer Sicht beleuchtet. Die industrielle und technische Rohstoffnutzung sowie wirtschaftliche und rohstoffpolitische Zusammenhänge werden erläutert. Das Verständnis für Umweltaspekte im Zusammenhang mit der Rohstoffnutzung wird gefördert. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Die Studierenden sollen die wichtigsten mineralischen Rohstoffgruppen aus geologisch-petrographischer Sicht verstehen und die Rohstoffnutzung, insbesondere die industrielle und technische Verwertung/Bedeutung sowie wirtschaftliche und rohstoffpolitische Zusammenhänge kennen lernen. Das Verständnis für verschiedene Umweltaspekte im Zusammenhang mit der Rohstoffnutzung wird gefördert. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | Der Unterricht beinhaltet neben Vorlesungen auch Fallbeispiele und Exkursionen (Industirie, rohstoffverarbeitende Betriebe). Herbstsemester -> Applied mineralogy and non-metallic ressources I: Vorkommen, Gewinnung und Anwendung mineralischer Rohstoffe - klassische und unkonventionelle Rohstoffe. Neue Technologien. Industrielle Anwendungen. Weltmarktsituation, Rohstoffländer. Vorräte, mögliche Verknappung. Umweltaspekte (inkl. Belastungen) durch Abbau und Anwendung. Lektionen/Rohstoffgruppen: Kohle und Kohlenstoff (Kohle, Graphit, Diamant); Erdöl, Erdgas (Oelsande; Teerschiefer); Phosphate/Nitrate (Dünger); Aluminium (Bauxit, Korund); Steinsalz; Kalziumkarbonate; Titanoxide; Borminerale; Tone und Tonminerale; Schwefel; Anhydrit/Gips; Baryt; Fluorit; Asbest; Talk; Glimmer; seltene Erden. Frühlingssemester -> Applied mineralogy and non-metallic ressources II: Steine und Erden (Kies, Sand, Splitt), Natursteine, Zementrohstoffe. Lektionen/Rohstoffgruppen: Fallbeispiele in angewandter Mineralogie (Sanierungen, Projektplanung, reaktive Bohrpfähle); Natursteine (Definitionen, Steinbrüche, Industrie, Produkte und Anforderungen); Zement und Beton (Rohstoffe, Prospektion, Herstellung, Umwelt); Gebrochene Festgesteine (Planung/Umwelt, Langzeitsicherung, Rohstoffpolitik, veränderte Wahrnehmung von Rohstoffen); Exkursion(en). | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | Wird zu den einzelnen Rohstoffarten und entsprechend Methode als Beilagen abgegeben. Skript in Textform und Auswahl von Powerpoint-Folien als Grafiken. Teilweiser Einbezug von e-learning Methoden. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | - Walter L. Pohl (2011): Economic Geology - Principles and Practice. Wiley-Blackwell, 664 p., ISBN 978-1-4443-3663-4 - Harben, P.W. (2002): The Industrial Minerals Handybook. A Guide to Markets, Specifications & Prices. Industrial Mineral Information, London 412 S., ISBN 1-904333-04-4 - Schweizerische Geotechnische Kommission (1996): Die mineralischen Rohstoffe der Schweiz.- Herausgegeben von der Schw. Geotech. Komm., Zürich, 522 S., ISBN 3-907997-00-X - Geotechnische Karte der Schweiz 1:200 000, 2. Aufl. Schweiz. Geotechn. Komm. - Trueb, L.F. (1996): Die chemischen Elemente - Ein Streifzug durch das Periodensystem. S. Hirzel Verlag, Stuttgart, 416 S., ISBN 3-7776-0674-X - Kesler, S. E. (1994): Mineral Resources, Economics and the Environment.- Macmillan College Publishing Company, Inc., New York., 392 S., ISBN 0-02-362842-1 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 701-1346-00L | Carbon Mitigation Number of participants limited to 100 Priority is given to the target groups: Bachelor and Master Environmental Sciences and PHD Environmental Sciences until September 21st,2021. Waiting list will be deleted October 1st, 2021. | W | 3 KP | 2G | N. Gruber | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Future climate change can only kept within reasonable bounds when CO2 emissions are drastically reduced. In this course, we will discuss a portfolio of options involving the alteration of natural carbon sinks and carbon sequestration. The course includes introductory lectures, presentations from guest speakers from industry and the public sector, and final presentations by the students. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | The goal of this course is to investigate, as a group, a particular set of carbon mitigation/sequestration options and to evaluate their potential, their cost, and their consequences. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | From the large number of carbon sequestration/mitigation options, a few options will be selected and then investigated in detail by the students. The results of this research will then be presented to the other students, the involved faculty, and discussed in detail by the whole group. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | None | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | Will be identified based on the chosen topic. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | Exam: No final exam. Pass/No-Pass is assigned based on the quality of the presentation and ensuing discussion. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 103-0347-01L | Landscape Planning and Environmental Systems (GIS Exercises) | W | 3 KP | 2U | A. Grêt-Regamey, C. Brouillet, N. Klein | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Im Kurs werden die Inhalte der Vorlesung Landschaftsplanung und Umweltsysteme (103-0347-00 V) verdeutlicht. Die verschiedenen Aspekte (z.B. Habitatmodellierung, ökosystemleistungen, Landnutzungsänderung, Vernetzung) werden in einzelnen GIS Übungen praktisch erarbeitet. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | - Praktische Anwendung der theoretischen Grundlagen aus der Vorlesung - Quantitative Erfassung und Bewertung der Eigenschaften der Landschaft durchführen - Zweckmässiger Einsatz von GIS für die Landschaftsplanung kennen - Anhand von Fallbeispielen Massnahmen der Landschaftsplanung erarbeiten | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | - Einsatz von GIS in der Landschaftsplanung - Landschaftsanalyse - Landschaftsstrukturmasse - Modellierung von Habitaten und Landnutzungsänderungen - Berechnung urbaner Landschaftsdienstleistungen - ökologische Vernetzung | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | Skripte und Präsentationsunterlagen für jede Übung werden auf Moodle zur Verfügung gestellt. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | Wird in der Veranstaltung genannt. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | GIS-Grundkenntisse sind von Vorteil. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kompetenzen |
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| 701-1253-00L | Analysis of Climate and Weather Data Findet dieses Semester nicht statt. | W | 3 KP | 2G | C. Frei | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | An introduction into methods of statistical data analysis in meteorology and climatology. Applications of hypothesis testing, extreme value analysis, evaluation of deterministic and probabilistic predictions, principal component analysis. Participants understand the theoretical concepts and purpose of methods, can apply them independently and know how to interpret results professionally. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Students understand the theoretical foundations and probabilistic concepts of advanced analysis tools in meteorology and climatology. They can conduct such analyses independently, and they develop an attitude of scrutiny and an awareness of uncertainty when interpreting results. Participants improve skills in understanding technical literature that uses modern statistical data analyses. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | The course introduces several advanced methods of statistical data analysis frequently used in meteorology and climatology. It introduces the thoretical background of the methods, illustrates their application with example datasets, and discusses complications from assumptions and uncertainties. Generally, the course shall empower students to conduct data analysis thoughtfully and to interprete results critically. Topics covered: exploratory methods, hypothesis testing, analysis of climate trends, measuring the skill of deterministic and probabilistic predictions, analysis of extremes, principal component analysis and maximum covariance analysis. The course is divided into lectures and computer workshops. Hands-on experimentation with example data shall encourage students in the practical application of methods and train professional interpretation of results. R (a free software environment for statistical computing) will be used during the workshop. A short introduction into R will be provided during the course. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | Documentation and supporting material: - slides used during the lecture - excercise sets and solutions - R-packages with software and example datasets for workshop sessions All material is made available via the lecture web-page. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | For complementary reading: - Wilks D.S., 2011: Statistical Methods in the Atmospheric Science. (3rd edition). Academic Press Inc., Elsevier LTD (Oxford) - Coles S., 2001: An introduction to statistical modeling of extreme values. Springer, London. 208 pp. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | Prerequisites: Basics in exploratory data analysis, probability calculus and statistics (incl linear regression) (e.g. Mathematik IV: Statistik (401-0624-00L) and Mathematik VI: Angewandte Statistik für Umweltnaturwissenschaften (701-0105-00L)). Some experience in programming (ideally in R). Some elementary background in atmospheric physics and climatology. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 701-1551-00L | Sustainability Assessment Number of participants limited to 35. Waiting list will be deleted October 1st, 2021. No enrollment possible after October 1st, 2021. | W | 3 KP | 2G | P. Krütli, D. Nef | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | The course teaches concepts and methodologies of sustainability assessment. A special focus is given to the social dimension and to social justice as a guiding principle of sustainability. The format of the course is seminar-like, interactive. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | At the end of the course, students: - know core concepts of sustainable development, main features of social justice in the context of sustainability, a selection of methodologies for the assessment of sustainable development - have a deepened understanding of the challenges of trade-offs between the different dimensions of sustainable development and their respective impacts on individual and societal decision-making | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | The course is structured as follows: - overview of rationale, objectives, concepts and origins of sustainable development (approx. 15%) - overview of the concept of social justice as guiding principle of the social dimension of sustainability (approx. 20%) - analysis of a selection of concepts and methodologies to assess sustainable development in a variety of contexts (approx. 65%) | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | Handouts are provided | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | Selected scientific articles and book-chapters | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | Students of this course may also be interested in the course transdisciplinary case study (tdCS) in the Spring semester (701-1502-00L) | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kompetenzen |
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| 701-1257-00L | European Climate Change | W | 3 KP | 2G | C. Schär, J. Rajczak, S. C. Scherrer | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | The lecture provides an overview of climate change in Europe, from a physical and atmospheric science perspective. It covers the following topics: • observational datasets, observation and detection of climate change; • underlying physical processes and feedbacks; • numerical and statistical approaches; • currently available projections. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | At the end of this course, participants should: • understand the key physical processes shaping climate change in Europe; • know about the methodologies used in climate change studies, encompassing observational, numerical, as well as statistical approaches; • be familiar with relevant observational and modeling data sets; • be able to tackle simple climate change questions using available data sets. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | Contents: • global context • observational data sets, analysis of climate trends and climate variability in Europe • global and regional climate modeling • statistical downscaling • key aspects of European climate change: intensification of the water cycle, Polar and Mediterranean amplification, changes in extreme events, changes in hydrology and snow cover, topographic effects • projections of European and Alpine climate change | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | Slides and lecture notes will be made available at http://www.iac.ethz.ch/edu/courses/master/electives/european-climate-change.html | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | Participants should have a background in natural sciences, and have attended introductory lectures in atmospheric sciences or meteorology. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Fallstudien | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Nummer | Titel | Typ | ECTS | Umfang | Dozierende | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 860-0011-00L | Agent-Based Modeling and Social System Simulation - With Coding Project Only for Science, Technology, and Policy MSc. Prerequisites: Good mathematical skills, basic programming skills, elementary probability and statistics. | W | 6 KP | 2S + 2A | N. Antulov-Fantulin, T. Asikis, D. Helbing | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | This course introduces mathematical and computational models to study techno-socio-economic systems and the process of scientific research. Students develop a significant project to tackle techno-socio-economic challenges in application domains of complex systems. They are expected to implement a model and communicating their results through a seminar thesis and a short oral presentation. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | The students are expected to know a programming language and environment (Python, Java or Matlab) as a tool to solve various scientific problems. The use of a high-level programming environment makes it possible to quickly find numerical solutions to a wide range of scientific problems. Students will learn to take advantage of a rich set of tools to present their results numerically and graphically. The students should be able to implement simulation models and document their skills through a seminar thesis and finally give a short oral presentation. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | Students are expected to implement themselves models of various social processes and systems, including agent-based models, complex networks models, decision making, group dynamics, human crowds, or game-theoretical models. Part of this course will consist of supervised programming exercises. Credit points are finally earned for the implementation of a mathematical or empirical model from the complexity science literature and the documentation in a seminar thesis. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | The lecture slides will be presented on the course web page after each lecture. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | Agent-Based Modeling https://link.springer.com/chapter/10.1007/978-3-642-24004-1_2 Social Self-Organization https://www.springer.com/gp/book/9783642240034 Traffic and related self-driven many-particle systems Reviews of Modern Physics 73, 1067 https://journals.aps.org/rmp/abstract/10.1103/RevModPhys.73.1067 An Analytical Theory of Traffic Flow (collection of papers) https://www.researchgate.net/publication/261629187 Pedestrian, Crowd, and Evacuation Dynamics https://www.research-collection.ethz.ch/handle/20.500.11850/45424 The hidden geometry of complex, network-driven contagion phenomena (relevant for modeling pandemic spread) https://science.sciencemag.org/content/342/6164/1337 Further literature will be recommended in the lectures. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | The number of participants is limited to the size of the available computer teaching room. The source code related to the seminar thesis should be well enough documented. Good programming skills and a good understanding of probability & statistics and calculus are expected. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kompetenzen |
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| 101-0417-00L | Transport Planning Methods | W | 6 KP | 4G | K. W. Axhausen | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | The course provides the necessary knowledge to develop models supporting and also evaluating the solution of given planning problems. The course is composed of a lecture part, providing the theoretical knowledge, and an applied part in which students develop their own models in order to evaluate a transport project/ policy by means of cost-benefit analysis. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | - Knowledge and understanding of statistical methods and algorithms commonly used in transport planning - Comprehend the reasoning and capabilities of transport models - Ability to independently develop a transport model able to solve / answer planning problem - Getting familiar with cost-benefit analysis as a decision-making supporting tool | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | The course provides the necessary knowledge to develop models supporting the solution of given planning problems and also introduces cost-benefit analysis as a decision-making tool. Examples of such planning problems are the estimation of traffic volumes, prediction of estimated utilization of new public transport lines, and evaluation of effects (e.g. change in emissions of a city) triggered by building new infrastructure and changes to operational regulations. To cope with that, the problem is divided into sub-problems, which are solved using various statistical models (e.g. regression, discrete choice analysis) and algorithms (e.g. iterative proportional fitting, shortest path algorithms, method of successive averages). The course is composed of a lecture part, providing the theoretical knowledge, and an applied part in which students develop their own models in order to evaluate a transport project/ policy by means of cost-benefit analysis. Interim lab session take place regularly to guide and support students with the applied part of the course. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | Moodle platform (enrollment needed) | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | Willumsen, P. and J. de D. Ortuzar (2003) Modelling Transport, Wiley, Chichester. Cascetta, E. (2001) Transportation Systems Engineering: Theory and Methods, Kluwer Academic Publishers, Dordrecht. Sheffi, Y. (1985) Urban Transportation Networks: Equilibrium Analysis with Mathematical Programming Methods, Prentice Hall, Englewood Cliffs. Schnabel, W. and D. Lohse (1997) Verkehrsplanung, 2. edn., vol. 2 of Grundlagen der Strassenverkehrstechnik und der Verkehrsplanung, Verlag für Bauwesen, Berlin. McCarthy, P.S. (2001) Transportation Economics: A case study approach, Blackwell, Oxford. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 860-0012-01L | Cooperation and Conflict Over International Water Resources, In-Depth Case Study Only for Science, Technology, and Policy MSc and PhD students. Prerequisite: you have to be enrolled in 860-0012-00L during the same semester. | W | 3 KP | 2A | B. Wehrli, T. Bernauer | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Students write an individual term paper on technical, economic, and political water challenges in an international context. Coached by one of the instructors, students develop and write a case study that examines ways and means to address a specific challenge, and to evaluate success or failure of international collaboration. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | In developing their individual term paper, the students broaden their overview of (1) causes and consequences of water scarcity and water pollution problems in an international context; (2) they assess concepts and policies to mitigate a specific water challenge, and (3) they analyze determinants of success or failure of international collaboration in the water sectors. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | In the basic course on Cooperation and Conflict... 860-0012-00L the students students acquire basic knowledge on contentious issues in managing international water resources, on the determinants of cooperation and conflict over international water issues, and on ways and means of mitigating conflict and promoting cooperation. In this course, which is reserved to STP students, the participants will be individually coached by one of the instructors and do research and develop a case-study paper on an international water challenge of their choice. The topic should avoid overlap with the work in course 860-0012-00L. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | see 860-0012-00L | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | In a global context, the targets of sustainable development goal 6 serve as a possible starting point: http://bit.ly/2yVARMG In the European context, the implementation reports of the Water Framework Directive represent another reference frame: http://bit.ly/2y5NPLl | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | This course is reserved for STP students who participate in the basic course on Cooperation and Conflict Over International Water Resources 860-0012-00L. STP students should sign up for both courses, 860-0012-00L and 860-0012-01L. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 860-0012-00L | Cooperation and Conflict Over International Water Resources Number of participants limited to 40. Priority for Science, Technology, and Policy MSc. This is a research seminar at the Master level. PhD students are also welcome. | W | 3 KP | 2S | B. Wehrli, T. Bernauer, E. Calamita, T. U. Siegfried | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | This seminar 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 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 | Based on lectures and discussion of scientific papers and reports, students acquire basic knowledge on contentious issues in managing international water resources, on the determinants of cooperation and conflict over international water issues, and on ways and means of mitigating conflict and promoting cooperation. Students will then, in small teams coached by the instructors, carry out research on a case of their choice (i.e. an international river basin where riparian countries are trying to find solutions to water allocation and/or water quality problems associated with a large dam project). They will write a brief paper and present their findings towards the end of the semester. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | Slides and reading materials will be distributed electronically. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | The UN World Water Development Reports provide a broad overview of the topic: http://www.unesco.org/new/en/natural-sciences/environment/water/wwap/ | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | The course is open to Master and PhD students from any area of ETH. ISTP students who take this course should also register for the course 860-0012-01L - Cooperation and conflict over international water resources; In-depth case study. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 857-0098-00L | The Politics of Cybersecurity Maximale Teilnehmerzahl: 15 MACIS Studierende haben Priorität. | W | 8 KP | 2S | M. Dunn Cavelty, M. Leese | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | This research seminar focuses on the rise of “cyber security” as a security political issue. We focus on the interrelationship between digital technologies, their development, their use and misuse by human actors on the one hand and enduring negotiation processes between the state and its bureaucracies, society, and the private sector to develop solution on the other. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | The aim of this research seminar is to introduce students to different waves of cybersecurity literature, have them reflect critically on the development and main focal points, and to give them enough theoretical background so that they can write a research papers on a cybersecurity politics topic of their choice. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kompetenzen |
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| 351-0778-01L | Discovering Management (Exercises) Complementary exercises for the module Discovering Managment. Prerequisite: Participation and successful completion of the module Discovering Management (351-0778-00L) is mandatory. | W | 1 KP | 1U | B. Clarysse, L. P. T. Vandeweghe | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | This course is offered complementary to the basis course 351-0778-00L, "Discovering Management". The course offers an additional exercise. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | The general objective of Discovering Management (Exercises) is to complement the course "Discovering Management" with one larger additional exercise. Discovering Management (Exercises) thus focuses on developing the skills and competences to apply management theory to a real-life exercise from practice. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | Students who are enrolled for “Discovering Management Exercises” are asked to write an essay about a particular management issue of choice, using your insights from Discovering Management. Students have the option to either write this alone or in a group of two students. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | All course materials (readings, slides, videos, and worksheets) will be made available to inscribed course participants through Moodle. Students following this course should also be enrolled for course 351-0778-00L, "Discovering Management". | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kompetenzen |
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| 351-0778-00L | Discovering Management Entry level course in management for BSc, MSc and PHD students at all levels not belonging to D-MTEC. This course can be complemented with Discovering Management (Excercises) 351-0778-01. | W | 3 KP | 3G | B. Clarysse, S. Brusoni, E. Fleisch, G. Grote, V. Hoffmann, T. Netland, Y. R. Shrestha, P. Tinguely, L. P. T. Vandeweghe | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Discovering Management offers an introduction to the field of business management and entrepreneurship for engineers and natural scientists. By taking this course, students will enhance their understanding of management principles and the tasks that entrepreneurs and managers deal with. The course consists of theory and practice sessions, presented by a set of area specialists at D-MTEC. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | The general objective of Discovering Management is to introduce students into the field of business management and entrepreneurship. In particular, the aims of the course are to: (1) broaden understanding of management principles and frameworks (2) advance insights into the sources of corporate and entrepreneurial success (3) develop skills to apply this knowledge to real-life managerial problems The course will help students to successfully take on managerial and entrepreneurial responsibilities in their carreers and / or appreciate the challenges that entrepreneurs and managers deal with. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | The course consists of a set of theory and practice sessions, which will be taught on a weekly basis. The course will cover business management knowledge in corporate as well as entrepreneurial contexts. The course consists of three blocks of theory and practice sessions: Discovering Strategic Management, Discovering Innovation Management, and Discovering HR and Operations Management. Each block consists of two or three theory sessions, followed by one practice session where you will apply the theory to a case. The theory sessions will follow a "lecture-style" approach and be presented by an area specialist within D-MTEC. Practical examples and case studies will bring the theoretical content to life. The practice sessions will introduce you to some real-life examples of managerial or entrepreneurial challenges. During the practice sessions, we will discuss these challenges in depth and guide your thinking through team coaching. Through small group work, you will develop analyses of each of the cases. Each group will also submit a "pitch" with a clear recommendation for one of the selected cases. The theory sessions will be assessed via a multiple choice exam. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | All course materials (readings, slides, videos, and worksheets) will be made available to inscribed course participants through Moodle. These course materials will form the point of departure for the lectures, class discussions and team work. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 851-0609-06L | Governing the Energy Transition Primarily suited for Master and PhD level. | W | 2 KP | 2V | T. Schmidt, N. Schmid, S. Sewerin | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | This course addresses the role of policy and its underlying politics in the transformation of the energy sector. It covers historical, socio-economic, and political perspectives and applies various theoretical concepts to understand specific aspects of the governance of the energy transition. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | - To gain an overview of the history of the transition of large technical systems - To recognize current challenges in the energy system to understand the theoretical frameworks and concepts for studying transitions - To gain knowledge on the role of policy and politics in energy transitions | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | Climate change, access to energy and other societal challenges are directly linked to the way we use and create energy. Both the 2015 United Nations Paris climate change agreement and the UN Sustainable Development Goals make a fast and extensive transition of the energy system necessary. This lecture introduces the social and environmental challenges involved in the energy sector and discusses the implications of these challenges for the rate and direction of technical change in the energy sector. It compares the current situation with historical socio-technical transitions and derives the consequences for policy-making. It introduces theoretical frameworks and concepts for studying innovation and transitions. It then focuses on the role of policy and policy change in governing the energy transition, considering the role of political actors, institutions and policy feedback. The grade will be determined by a final exam. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | Slides and reading material will be made available via moodle.ethz.ch (only for registered students). | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | A reading list will be provided via moodle.ethz.ch at the beginning of the semester. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | This course is particularly suited for students of the following programmes: MA Comparative International Studies; MSc Energy Science & Technology; MSc Environmental Sciences; MSc Management, Technology & Economics; MSc Science, Technology & Policy; ETH & UZH PhD programmes. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 363-1065-00L | Design Thinking: Human-Centred Solutions to Real World Challenges Findet dieses Semester nicht statt. | W | 5 KP | 5G | S. Brusoni | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | The goal of this course is to engage students in a multidisciplinary collaboration to tackle real world problems. Following a design thinking approach, students will work in teams to solve a set of design challenges that are organized as a one-week, a three-week, and a final six-week project in collaboration with an external project partner. Information and application: http://sparklabs.ch/ | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | During the course, students will learn about different design thinking methods and tools. This will enable them to: - Generate deep insights through the systematic observation and interaction of key stakeholders (empathy). - Engage in collaborative ideation with a multidisciplinary team. - Rapidly prototype and iteratively test ideas and concepts by using various materials and techniques. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | The purpose of this course is to equip the students with methods and tools to tackle a broad range of problems. Following a Design Thinking approach, the students will learn how to observe and interact with key stakeholders in order to develop an in-depth understanding of what is truly important and emotionally meaningful to the people at the center of a problem. Based on these insights, the students ideate on possible solutions and immediately validated them through quick iterations of prototyping and testing using different tools and materials. The students will work in multidisciplinary teams on a set of challenges that are organized as a one-week, a three-week, and a final six-week project with an external project partner. In this course, the students will learn about the different Design Thinking methods and tools that are needed to generate deep insights, to engage in collaborative ideation, rapid prototyping and iterative testing. Design Thinking is a deeply human process that taps into the creative abilities we all have, but that get often overlooked by more conventional problem solving practices. It relies on our ability to be intuitive, to recognize patterns, to construct ideas that are emotionally meaningful as well as functional, and to express ourselves through means beyond words or symbols. Design Thinking provides an integrated way by incorporating tools, processes and techniques from design, engineering, the humanities and social sciences to identify, define and address diverse challenges. This integration leads to a highly productive collaboration between different disciplines. For more information and the application visit: http://sparklabs.ch/ | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | Open mind, ability to manage uncertainty and to work with students from various background. Class attendance and active participation is crucial as much of the learning occurs through the work in teams during class. Therefore, attendance is obligatory for every session. Please also note that the group work outside class is an essential element of this course, so that students must expect an above-average workload. Please note that the class is designed for full-time MSc students. Interested MAS students need to send an email to Linda Armbruster to learn about the requirements of the class. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 857-0027-00L | International Organizations (Field Trip) Nur für Comparative and International Studies MSc. | W | 2 KP | 1S | D. Hangartner | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | A two-day field trip to international organizations in Geneva - e.g., the World Trade Organization, the World Health Organization and the International Committee of the Red Cross. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Become familiar with the work and challenges of international organizations based in Geneva. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | Karen A. Mingst, Margaret P. Karns. The United Nations in the Twenty-First Century, Third Edition (Dilemmas in World Politics). Westview Press, 2007. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | Teams of 2-3 students prepare a 2-3 page background reading for the group on a specific international organization and lead the discussion with representatives of that organization during the visit. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 860-0023-00L | International Environmental Politics Besonders geeignet für Studierende D-ITET, D-USYS | W | 3 KP | 2V | T. Bernauer | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | This course focuses on the conditions under which problem solving efforts in international environmental politics emerge and the conditions under which such efforts and the respective public policies are effective. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | The objectives of this course are to (1) gain an overview of relevant questions in the area of international environmental politics from a social sciences viewpoint; (2) learn how to identify interesting/innovative questions concerning this policy area and how to answer them in a methodologically sophisticated way; (3) gain an overview of important global and regional environmental problems and how they could be solved. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | This course deals with how and why international problem solving efforts (cooperation) in environmental politics emerge, and under what circumstances such efforts are effective. Based on theories of international political economy and theories of government regulation various examples of international environmental politics are discussed: the management of international water resources, political responses to global warming, the protection of the stratospheric ozone layer, the reduction of long-range transboundary air pollution, protection of biodiversity, how to deal with plastic waste, the prevention of pollution of the oceans, etc. The course is open to all ETH students. Participation does not require previous coursework in the social sciences. After passing an end-of-semester test (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) are subject to the same conditions. Registration of visiting students in the web-based system of ETH is compulsory. This course will take place fully online. Course units have three components: 1. A pre-recorded lecture by Prof. Bernauer, available via Moodle, for all course units 2. Reading assignments, available via Moodle, for a few selected course units 3. Online meetings (via Zoom) for all course units on Mondays at 16:30 – 18:00, where we discuss your questions concerning the lecture and reading assignments and focus in greater depth on a particular facet of the respective course unit, on occasion with a guest (to be announced a few weeks ahead of the respective course unit). You must watch the lecture and complete the reading assignment for the respective unit ahead of the online meeting. The online meeting will be recorded and made available via Moodle. To facilitate your planning, the course is organized in terms of weekly units. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | Assigned reading materials and slides will be available via Moodle. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | Assigned reading materials and slides will be available via Moodle. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | This course will take place fully online. Course units have three components: 1. A pre-recorded lecture by Prof. Bernauer, available via Moodle, for all course units 2. Reading assignments, available via Moodle, for a few selected course units 3. Online meetings (via Zoom) for all course units on Mondays at 16:30 – 18:00, where we discuss your questions concerning the lecture and reading assignments and focus in greater depth on a particular facet of the respective course unit, on occasion with a guest (to be announced a few weeks ahead of the respective course unit). You must watch the lecture and complete the reading assignment for the respective unit ahead of the online meeting. The online meeting will be recorded and made available via Moodle. To facilitate your planning, the course is organized in terms of weekly units. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 860-0034-00L | Designing and Implementing Public Opinion Surveys and Experiments | W | 4 KP | 2V | L. P. Fesenfeld, F. Quoss | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | This course teaches the basics of public opinion surveys. We start with the theoretical foundations of the formation of (public) opinion formation and ideology, then turn to the practical lessons of developing and implementing own surveys with a focus on causal inference via survey experiments. Finally, we give practical insights into the analysis of (complex) survey data. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | The goals of this class are: - to understand the basics of public opinion research - to translate this theoretical knowledge into the practical design and implementation of surveys - to make use of survey experiments for causal inference At the end of the course, students should be able to use and evaluate public opinion data and design survey experiments to test policy-relevant questions. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 865-0008-00L | Policy Evaluation and Applied Statistics Findet dieses Semester nicht statt. Nur für MAS in Entwicklung und Zusammenarbeit und Science, Technology, and Policy MSc. | W | 3 KP | 3G | I. Günther | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | This course introduces students to key methods for quantitative policy impact evaluation and covers the different stages of the research process. Acquired skills are applied in a self-selected project applying experimental methods. Students also learn how to perform simple statistical analyses with the statistical Software R. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Students - know strategies to test causal hypotheses using experimental methods and regression analysis. - are able to formulate and implement a research design for a particular policy question and a particular type of data. - are able to critically read and assess published studies on policy evaluation. - are able to use the statistical software R for data analysis. - can apply all the steps involved in a policy impact evaluation. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | Policy impact evaluation employs a wide variety of research methods, such as statistical analysis of secondary data, surveys or laboratory and field experiments. The course will begin with an overview of the various methodological approaches, including their advantages and disadvantages and the conditions under which their use is appropriate. It will continue with a discussion of the different stages of a policy impact evaluation, including hypothesis generation, formulating a research design, measurement, sampling, data collection and data analysis. For data analysis, linear regression models will be revised, with a focus on difference-in-difference methods, regression discontinuity design and randomized controlled trials used for policy evaluation. Students, who already have a solid background in these methods can skip these sessions. Throuhgout the course, students will work on a self-selected project on a suitable topic. In addition, students will have to solve bi-weekly assignments. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 701-1631-00L | Foundations of Ecosystem Management | W | 5 KP | 3G | J. Ghazoul, C. Garcia, J. Garcia Ulloa, A. Giger Dray | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | 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. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | 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. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | 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. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | No Script | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | 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. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 851-0467-00L | From Traffic Modeling to Smart Cities and Digital Democracies Number of participants limited to 50. | W | 3 KP | 2S | D. Helbing, S. Mahajan | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | This seminar will present speakers who discuss the challenges and opportunities arisinig for our cities and societies with the digital revolution. Besides discussing questions of automation using Big Data, AI and other digital technologies, we will reflect on the question of how democracy could be digitally upgraded to promote innovation, sustainability, and resilience. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | To collect credit points, students will have to give a 30-40 minute presentation in the seminar, after which the presentation will be discussed. The presentation will be graded. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | This seminar will present speakers who discuss the challenges and opportunities arisinig for our cities and societies with the digital revolution. Besides discussing questions of automation using Big Data, AI and other digital technologies, we will also reflect on the question of how democracy could be digitally upgraded, and how citizen participation could contribute to innovation, sustainability, resilience, and quality of life. This includes questions around collective intelligence and digital platforms that support creativity, engagement, coordination and cooperation. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | Martin Treiber and Arne Kesting Traffic Flow Dynamics: Data, Models and Simulation Link Dirk Helbing 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 Dirk Helbing An Analytical Theory of Traffic Flow (collection of papers) https://www.researchgate.net/publication/261629187 Michael Batty, Kay Axhausen et al. Smart cities of the future Books by Michael Batty https://link.springer.com/article/10.1140/epjst/e2012-01703-3 How social influence can undermine the wisdom of crowd effect https://www.pnas.org/content/108/22/9020 Evidence for a collective intelligence factor in the performance of human groups https://science.sciencemag.org/content/330/6004/686.full Optimal incentives for collective intelligence https://www.pnas.org/content/114/20/5077.short Collective Intelligence: Creating a Prosperous World at Peace Link Big Mind: How Collective Intelligence Can Change Our World https://www.amazon.com/Big-Mind-Collective-Intelligence-Change/dp/0691170797/ Programming Collective Intelligence Link Urban architecture as connective-collective intelligence. Which spaces of interaction? https://www.mdpi.com/2071-1050/5/7/2928 Build digital democracy https://www.nature.com/news/society-build-digital-democracy-1.18690 How to make democracy work in the digital age Link Digital Democracy: How to make it work? http://futurict.blogspot.com/2020/06/digital-democracy-how-to-make-it-work.html Proof of witness presence: Blockchain consensus for augmented democracy in smart cities https://www.sciencedirect.com/science/article/pii/S0743731520303282 Iterative Learning Control for Multi-agent Systems Coordination Link Decentralized Collective Learning for Self-managed Sharing Economies https://dl.acm.org/doi/abs/10.1145/3277668 Further literature will be recommended in the lectures. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kompetenzen |
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| 851-0585-41L | Computational Social Science Number of participants limited to 50. | W | 3 KP | 2S | D. Helbing, J. Argota Sánchez-Vaquerizo, M. Korecki | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | The seminar aims at three-fold integration: (1) bringing modeling and computer simulation of techno-socio-economic processes and phenomena together with related empirical, experimental, and data-driven work, (2) combining perspectives of different scientific disciplines (e.g. sociology, computer science, physics, complexity science, engineering), (3) bridging between fundamental and applied work. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Participants of the seminar should understand how tightly connected systems lead to networked risks, and why this can imply systems we do not understand and cannot control well, thereby causing systemic risks and extreme events. They should also be able to explain how systemic instabilities can be understood by changing the perspective from a component-oriented to an interaction- and network-oriented view, and what fundamental implications this has for the proper design and management of complex dynamical systems. Computational Social Science and Global Systems Science serve to better understand the emerging digital society with its close co-evolution of information and communication technology (ICT) and society. They make current theories of crises and disasters applicable to the solution of global-scale problems, taking a data-based approach that builds on a serious collaboration between the natural, engineering, and social sciences, i.e. an interdisciplinary integration of knowledge. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | Computational Social Science https://science.sciencemag.org/content/sci/323/5915/721.full.pdf Manifesto of Computational Social Science https://link.springer.com/article/10.1140/epjst/e2012-01697-8 Social Self-Organisation https://www.springer.com/gp/book/9783642240034 How simple rules determine pedestrian behaviour and crowd disasters https://www.pnas.org/content/108/17/6884.short Peer review and competition in the Art Exhibition Game https://www.pnas.org/content/113/30/8414.short Generalized network dismantling https://www.pnas.org/content/116/14/6554.short Computational Social Science: Obstacles and Opportunities https://science.sciencemag.org/content/369/6507/1060?rss%253D1= Bit by Bit: Social Research in the Digital Age https://www.amazon.co.uk/Bit-Social-Research-Digital-Age-ebook/dp/B072MPFXX2/ Further literature will be recommended in the lectures. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kompetenzen |
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| 363-0537-00L | Resource and Environmental Economics | W | 3 KP | 2G | L. Bretschger | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Relationship between economy and environment, market failures, external effects and public goods, contingent valuation, internalisation of externalities, economics of non-renewable resources, economics of renewable resources, environmental cost-benefit analysis, sustainability economics, and international resource and environmental problems. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | A successful completion of the course will enable a thorough understanding of the basic questions and methods of resource and environmental economics and the ability to solve typical problems using appropriate tools consisting of concise verbal explanations, diagrams or mathematical expressions. Concrete goals are first of all the acquisition of knowledge about the main questions of resource and environmental economics and about the foundation of the theory with different normative concepts in terms of efficiency and fairness. Secondly, students should be able to deal with environmental externalities and internalisation through appropriate policies or private negotiations, including knowledge of the available policy instruments and their relative strengths and weaknesses. Thirdly, the course will allow for in-depth economic analysis of renewable and non-renewable resources, including the role of stock constraints, regeneration functions, market power, property rights and the impact of technology. A fourth objective is to successfully use the well-known tool of cost-benefit analysis for environmental policy problems, which requires knowledge of the benefits of an improved natural environment. The last two objectives of the course are the acquisition of sufficient knowledge about the economics of sustainability and the application of environmental economic theory and policy at international level, e.g. to the problem of climate change. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | The course covers all the interactions between the economy and the natural environment. It introduces and explains basic welfare concepts and market failure; external effects, public goods, and environmental policy; the measurement of externalities and contingent valuation; the economics of non-renewable resources, renewable resources, cost-benefit-analysis, sustainability concepts; international aspects of resource and environmental problems; selected examples and case studies. After a general introduction to resource and environmental economics, highlighting its importace and the main issues, the course explains the normative basis, utilitarianism, and fairness according to different principles. Pollution externalities are a deep core topic of the lecture. We explain the governmental internalisation of externalities as well as the private internalisation of externalities (Coase theorem). Furthermore, the issues of free rider problems and public goods, efficient levels of pollution, tax vs. permits, and command and control instruments add to a thorough analysis of environmental policy. Turning to resource supply, the lecture first looks at empirical data on non-renewable natural resources and then develops the optimal price development (Hotelling-rule). It deals with the effects of explorations, new technologies, and market power. When treating the renewable resources, we look at biological growth functions, optimal harvesting of renewable resources, and the overuse of open-access resources. A next topic is cost-benefit analysis with the environment, requiring measuring environmental benefits and measuring costs. In the chapter on sustainability, the course covers concepts of sustainability, conflicts with optimality, and indicators of sustainability. In a final chapter, we consider international environmental problems and in particular climate change and climate policy. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | Perman, R., Ma, Y., McGilvray, J, Common, M.: "Natural Resource & Environmental Economics", 4th edition, 2011, Harlow, UK: Pearson Education | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 701-1563-00L | Climate Policy | W | 6 KP | 3G | A. Patt, S. Hanger-Kopp | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | This course provides an in-depth of analysis both of the theoretical underpinnings to different approaches to climate policy at the international and national levels, and how these different approaches have played out in practice. Students will learn how legislative frameworks have developed over the last 25 years, and also be able to appraise those frameworks critically. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Climate change is one of the defining challenges of our time, touching all aspects of the environment and of society. There is broad recognition (although with some dissent) that governments ought to do something about it: making sure that emissions of greenhouse gases (GHGs) stop within the next 30 to 40 years; helping people to adapt to the consequences of the climate change to which we have already committed ourselves; and, most controversially, perhaps taking measures to actively remove GHG’s from the atmosphere, or to alter the radiation balance of the Earth through solar engineering. It’s a complicated set of problems, especially the first of these, known as mitigation. Fundamentally this is because it means doing something that humanity has never really tried before at a planetary scale: deliberately altering the ways the we produce, convert, and consume energy, which is at the heart of modern society. Modern society – the entire anthropocene – grew up on fossil fuels, and the huge benefits they offered in terms of energy that was inexpensive, easy to transport and store, and very dense in terms of its energy content per unit mass or volume. How to manage a society of over 7 billion people, at anything like today’s living standards, without the benefits of that energy, is a question for which there is no easy answer. There are also other challenges outside of energy. How do we build houses, office buildings, and infrastructure networks without cement, a substance that releases large amounts of CO2 as it hardens? How do we reverse the pace of deforestation, particularly in developing countries? How do we eliminate the GHG emissions from agriculture: the methane from cows’ bellies and rice paddies, together with the chemicals that enter the atmosphere from the application of fertilizer? These are all tough questions at a technical level, but even tougher when you consider that governments typically need to employ indirect methods to get these things to happen. Arguably a government could simply pass a law that forbids people from using fossil fuels. But politically this is simply unrealistic, at least while so many people depend on fossil fuels in their daily lives. What is to be done? For this, one needs to turn to various ideas about how government can and should influence society. On the one hand are ideas suggesting that government ought to play a very limited role, relative to private actors, and should step in only to correct “market failures,” with interventions designed specifically around that failure. On the other hand are ideas suggesting that government (meaning all of us, working together through a democratic process) is the appropriate decision-making body for core decisions on where society can and should go. These issues come to the fore in climate policy discussions and debates. This course is about all that. The goal is to give students a glimpse into the enormous complexity of this policy area, an understanding of some of the many debates that are currently raging (of which the debate about whether climate change is actually real is probably the least complicated or interesting). We want to give students the ability to evaluate policy arguments made by politicians, experts, and academics with a critical eye, informed by a knowledge of history, an understanding of the theoretical underpinnings, and the results of empirical testing of different strategies. A student taking this course ought to be able to step into an NGO or government agency involved in climate policy analysis or political advocacy, and immediately be able to make an informed and creative contribution. Moreover, by experiencing the depth of this policy area, students should be able to appreciate the complexity inherent in all policy areas. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | There will be daily reading assignments, which we will then discuss critically during the class sessions. All of these will be posted in PDF format on a course Moodle. In addition, there will be two books to be read over the course of the semester. Both of these can be accessed from the ETH library or in PDF form free of charge. They are: The Climate Casino, by William Nordhaus. Yale University Press. Transforming Energy, by Anthony Patt. Cambridge University Press. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 052-0707-00L | Urban Design III | W | 2 KP | 2V | H. Klumpner, M. Fessel | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Students are introduced to a narrative of 'Urban Stories' through a series of three tools driven by social, governance, and environmental transformations in today's urbanization processes. Each lecture explores one city's spatial and organizational ingenuity born out of a particular place's realities, allowing students to transfer these inventions into a catalog of conceptual tools. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | How can students of architecture become active agents of change? What does it take to go beyond a building's scale, making design-relevant decisions to the city rather than a single client? How can we design in cities with a lack of land, tax base, risk, and resilience, understanding that Zurich is the exception and these other cities are the rule? How can we discover, set rather than follow trends and understand existing urban phenomena activating them in a design process? The lecture series produces a growing catalog of operational urban tools across the globe, considering Governance, Social, and Environmental realities. Instead of limited binary comparing of cities, we are building a catalog of change, analyzing what design solutions cities have been developing informally incrementally over time, why, and how. We look at the people, institutions, culture behind the design and make concepts behind these tools visible. Students get first-hand information from cities where the chair as a Team has researched, worked, or constructed projects over the last year, allowing competent, practical insight about the people and topics that make these places unique. Students will be able to use and expand an alternative repertoire of experiences and evidence-based design tools, go to the conceptual core of them, and understand how and to what extent they can be relevant in other places. Urban Stories is the basic practice of architecture and urban design. It introduces a repertoire of urban design instruments to the students to use, test, and start their designs. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | Urban form cannot be reduced to physical space. Cities result from social construction, under the influence of technologies, ecology, culture, the impact of experts, and accidents. Urban un-concluded processes respond to political interests, economic pressure, cultural inclinations, along with the imagination of architects and urbanists and the informal powers at work in complex adaptive systems. Current urban phenomena are the result of urban evolution. The facts stored in urban environments include contributions from its entire lifecycle, visible in the physical environment, and non-physical aspects. This imaginary city exists along with its potentials and problems and with the conflicts that have evolved. Knowledge and understanding, along with a critical observation of the actions and policies, are necessary to understand the diversity and instability present in the contemporary city and understand how urban form evolved to its current state. How did cities develop into the cities we live in now? Urban plans, instruments, visions, political decisions, economic reasonings, cultural inputs, and social organization have been used to operate in urban settlements in specific moments of change. We have chosen cities that exemplify how these instruments have been implemented and how they have shaped urban environments. We transcribe these instruments into urban operational tools that we have recognized and collected within existing tested cases in contemporary cities across the globe. This lecture series will introduce urban knowledge and the way it has introduced urban models and operational modes within different concrete realities, therefore shaping cities. The lecture series translates urban knowledge into operational tools, extracted from cities where they have been tested and become exemplary samples, most relevant for understanding how the urban landscape has taken shape. The tools are clustered in twelve thematic clusters and three tool scales for better comparability and cross-reflection. The Tool case studies are compiled into a global urbanization toolbox, which we use as typological models to read the city and critically reflect upon it. The presented contents are meant to serve as inspiration for positioning in future professional life and provide instruments for future design decisions. In an interview with a local designer, we measure our insights against the most pressing design topics in cities today, including inclusion, affordable housing, provision of public spaces, and infrastructure for all. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | The learning material, available via https://moodle-app2.let.ethz.ch/ is comprised of: - Toolbox 'Reader' with an introduction to the lecture course and tool summaries - Weekly exercise tasks - Infographics with basic information of each city - Quiz question for each tool - Additional reading material - Interviews with experts - Archive of lecture recordings | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | - Reading material will be provided throughout the semester. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Praktikum Die Leistungen können in der Kategorie "Wahlfächer" angerechnet werden. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Nummer | Titel | Typ | ECTS | Umfang | Dozierende | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 860-0600-00L | Internship - Short Start frühestens im zweiten Semester. Die Belegung ist nur möglich über das Studiensekretariat und benötigt eine Bewilligung vom Studiendirektor, | W | 6 KP | externe Veranstalter | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Das Praktikum ist ein fakultativer Bestandteil des MSc Curriculum. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Das Praktikum dient dazu, die Studierenden mit Politikanalyse in einem praxisnahen Umfeld vertraut zu machen. Das kann zum Beispiel in einer Behörde, einer Regierungseinheit, einer NGO, oder im privatwirtschaftlichen Sektor sein. Ebenso bei einer auf Politikanalyse spezialisierten Beratungsfirma. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | Die kurze Version des Praktikums entspricht einem Arbeitsaufwand von 180 Stunden und solltein einem Zeitraum von 3 Monaten durchgeführt werden. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | Das Praktikum kann frühestens ab dem zweiten Semester begonnen werden. Das Praktikum muss vom Studiendirektor genehmigt werden. Dazu müssen Studierende vor Beginn des Praktikums, eine kurze Inhaltsbeschreibung beim Studiensekretariat einreichen. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 860-0700-00L | Internship - Long Start frühestens im zweiten Semester. Die Belegung ist nur möglich über das Studiensekretariat und benötigt eine Bewilligung vom Studiendirektor. | W | 12 KP | externe Veranstalter | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Das Praktikum ist ein fakultativer Bestandteil des MSc Curriculum. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Das Praktikum dient dazu, die Studierenden mit Politikanalyse in einem praxisnahen Umfeld vertraut zu machen. Das kann zum Beispiel in einer Behörde, einer Regierungseinheit oder im privatwirtschaftlichen Sektor sein. Ebenso bei einer auf Politikanalyse spezialisierten Beratungsfirma. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | Die lange Version des Praktikums entspricht einem Arbeitsaufwand von 360 Stunden und sollte in einem Zeitraum von 6 Monaten durchgeführt werden. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | Das Praktikum kann frühestens ab dem zweiten Semester begonnen werden. Das Praktikum muss vom Studiendirektor genehmigt werden. Wir bitten die Studierenden, vor Beginn des Praktikums eine Kurzbeschreibung beim Studiensekretariat einzureichen. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Master-Arbeit | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Nummer | Titel | Typ | ECTS | Umfang | Dozierende | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 860-0900-00L | Master's Thesis Zur Master-Arbeit wird nur zugelassen, wer: a. das Bachelor-Studium erfolgreich abgeschlossen hat; b. allfällige Auflagen für die Zulassung zum Master-Studiengang erfüllt hat. | O | 30 KP | 64D | Professor/innen | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | The thesis should demonstrate the students ability to conduct independent research on the basis of the theoreticel and methodological knowledge acquired during the MSc program. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | The thesis should demonstrate the students ability to conduct independent research on the basis of the theoreticel and methodological knowledge acquired during the MSc program. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||