Suchergebnis: Katalogdaten im Herbstsemester 2024
Science, Technology, and Policy Master  | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
 Naturwissenschaftlich-technische Ergänzung | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Gesundheitswissenschaften und -technologie | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Nummer | Titel | Typ | ECTS | Umfang | Dozierende | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 636-0109-00L | Stem Cells: Biology and Therapeutic Manipulation | 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 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kompetenzen |
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| 376-0225-00L | Critical Appraisal of Evidence for Exercise in Health and Disease  | W | 3 KP | 2V | E. Giannouli, E. de Bruin, R. Knols | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | This course will discuss the mechanisms and latest evidence-based recommendations of physical activity and exercise for a series of conditions and populations. In the second part of each lecture session, published randomized controlled trials of the respective lecture`s topic will be discussed and critically appraised based on established tools. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | On completion of this course students will be able to: 1. understand the role of physical activity and sedentary behavior in the maintenance of health and the etiology, prevention and treatment of disease 2. synthesize effective physical activity and exercise interventions for the prevention and management of several diseases and populations 3. evaluate recent evidence regarding physical activity and exercise interventions | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | New trends in physical activity for prevention and rehabilitation Introduction to critical appraisal tools Exercise for Cancer Rehabilitation Exercise for Musculoskeletal Rehabilitation (Focus on Osteoarthritis and Low Back Pain) Exercise in Parkinson`s disease Exercise for Rehabilitation of Metabolic Disorders (Focus on Obesity and Diabetes type 2) Exercise for age-related diseases and disorders, Part A (Focus on Frailty and Falls) Exercise for Stroke Rehabilitation Exercise in Dementia and Mild Cognitive Impairment Exercise for Children’s Rehabilitation (focus on Cerebral Palsy) Exercise for age-related diseases and disorders, Part B (Focus on Sarcopenia and Osteoporosis) Exercise in Multiple Sclerosis Exercise for Cardiovascular Rehabilitation (Focus on Heart Failure) | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | • Kanosue, K., Oshima, S., Cao, Z. B., & Oka, K. (Eds.). (2015). Physical activity, exercise, sedentary behav-ior and health (No. 12152). Springer Japan. • Stensel, D. J., Hardman, A. E., & Gill, J. M. (Eds.). (2021). Physical activity and health: the evidence ex-plained. Routledge. • Xiao, J. (Ed.). (2020). Physical exercise for human health. Singapore: Springer Singapore | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kompetenzen |
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| 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 | 4 KP | 2G | H. Stoll, I. Hernández Almeida | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 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 | The course spans 5 thematic modules: 1. Cyclic variation in the earth's orbit and the rise and demise of ice sheets. 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? How stable or fragile is the ocean heat conveyor, past and present? 2. Feedbacks on climate cycles from CO2 and methane. What drives CO2 and methane variations over glacial cycles? What are the feedbacks with ocean circulation and the terrestrial biosphere? 3. 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? 4. Century-scale droughts and civil catastrophes. 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. How sensitive is Earth's long term climate to CO2 and cloud feedbacks? What regulates atmospheric CO2 over long tectonic timescales of millions to tens of millions of years? The weekly two hour lecture periods will feature lecture on these themes interspersed with short interactive tasks to apply new knowledge. Over the semester, student teams will each present in class one debate based on two scientific articles of contrasting interpretations. With flexible scheduling, students will participate in a laboratory activity to generate a new paleoclimate record from stalagmites. Student teams will be supported by an individual tutorial meeting to assist in debate preparation and another to assist in the interpretation of the lab activity data. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kompetenzen |
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| 701-1677-00L | Quantitative Vegetation Dynamics: Models from Tree to Globe | W | 3 KP | 3G | H. Lischke, U. Hiltner, B. Rohner | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | The course introduces basic concepts and applications of dynamic vegetation models at various temporal and spatial scales. Different modeling approaches and underlying principles are presented and critically discussed during the lectures. In the integrated exercise parts, students work in a number of small projects with some of the introduced models to gain practical experience. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Students will - be enabled to understand, assess and evaluate the fundamental properties of dynamic systems using vegetation models as case studies - obtain an overview of dynamic modelling techniques and their applications from the individual plant to the global level - understand the basic assumptions of the various model types, which dictate the applicability and limitations of the respective model - be enabled 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 | - Ideally basic experiences in modelling and systems analysis - Basic knowledge of programming, ideally in R - Good knowledge of general ecology, ideally of vegetation dynamics and forest systems | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 701-1346-00L | Climate Change Mitigation: Carbon Dioxide Removal | W | 3 KP | 2G | N. Gruber, C. Brunner | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 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. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 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, I. Nicholson Thomas | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 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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| 701-1257-00L | European Climate Change | W | 3 KP | 2G | E. Fischer, 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. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 751-5201-10L | Tropical Cropping Systems, Soils and Livelihoods (with Excursion) IMPORTANT: Students who enroll for this course are strongly recommended to verify with lecturers from other courses whether their absence of two weeks may affect their performance in the respective courses. | W | 5 KP | 10G | J. Six, K. Benabderrazik | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | This course guides students in analyzing and comprehending tropical agroecosystems and food systems. Students gain practical knowledge of field methods, diagnostic tools and survey methods for tropical soils and agroecosystems. An integral part of the course is the two-week field project in the Mount Kenya Region, which is co-organized with the University of Embu (Kenya) | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | (1) Overview of the major land use systems in Tropical agroecosystems in several contexts Africa (2) Interdisciplinary analysis of agricultural production systems (3) Knowledge on methods to assess agroecological performance of a tropical agroecosystems (4) Hands-on training on the use of field methods, diagnostic tools and survey methods. (5) Gain practical knowledge on how to assess to climate resilience and farming systems. (6) Collaboration in international students and stakeholders | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | This course guides students in analyzing and comprehending tropical agroecosystems. Students of ETH Zürch will work together with the students from Embu University (Kenya) in an interdisciplinary and intercultural team. Students will focus on the Agroecological performance and climate resilience of diverse farming systems in the Mount Kenya Region. From October 28th to November 11th, The students will take part in a field course in the Mount Kenya Region. Students will then gain practical knowledge on field, meeting several stakeholders of the agricultural and food systems and conducting various assessments related to climate resilience and farming systems. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | We would require the students enrolled to the class to send a short cover letter (1-page max.) by September 18rd 2023, justifying your motivation to enroll to this class. A selection of 20 students will be done on the basis of the letters. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kompetenzen |
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| 651-4037-00L | Mineral Resources I Möglich als Wahlfach für Bachelor. Studierende mit Interesse für Modul "Mineral Resources" im nachfolgenden Master sollten die Kurse Mineral Resources I und II besser im ersten MSc Jahr belegen. | W | 3 KP | 2G | C. Chelle-Michou, L. Tavazzani | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Principles of hydrothermal ore formation, using base metal deposits (Cu, Pb, Zn) in sedimentary basins to explain the interplay of geological, chemical and physical factors from global scale to sample scale. Introduction to orthomagmatic ore formation (mostly Cr, Ni, PGE). Introduction to supergene residual deposits (Ni, Al) | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Understanding the fundamental processes of hydrothermal, magmatic and supergene ore formation, recognising and interpreting mineralised rocks in geological context | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | (a) Principles of hydrothermal ore formation: base metal deposits in sedimentary basins. Practical classification of sample suites by genetic ore deposit types Mineral solubility and ore deposition, principles & thermodynamic prediction using activity diagrams. Driving forces and structural focussing of hydrothermal fluid flow (b) Introduction to orthomagmatic ore formation. Chromite, Ni-Cu sulphides and PGE in layered mafic intrusions. Distribution coefficients between silicate and sulphide melts. Carbonatites and pegmatite deposits. (c) Introduction to supergene residual deposits with emphasis on Ni laterites and bauxites | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | Notes handed out during lectures | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | Extensive literature list distributed in course | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | 2 contact hours per lecture / week including lectures, exercises and practical study of samples, and small literature-based student presentations. Supplementary contact for sample practicals and exercises as required. Credits and mark based on participation in course (exercises, 50%) and 1h30 written exam in the last lecture of the semester (50%). | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kompetenzen |
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| Nummer | Titel | Typ | ECTS | Umfang | Dozierende | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 860-0011-00L | Complex Social Systems: Modeling Agents, Learning, and Games - With Coding Project Prerequisites: Good mathematical skills, basic programming skills, elementary probability and statistics. | W | 6 KP | 2S + 2A | D. N. Dailisan, D. Helbing, D. Carpentras | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | This course introduces mathematical and computational models to study techno-socio-economic systems and the process of scientific research. Students develop a significant project to tackle techno-socio-economic challenges in application domains of complex systems. They are expected to implement a model and communicating their results through a seminar thesis and a short oral presentation. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | The students are expected to know a programming language and environment (Python, Java or Matlab) as a tool to solve various scientific problems. The use of a high-level programming environment makes it possible to quickly find numerical solutions to a wide range of scientific problems. Students will learn to take advantage of a rich set of tools to present their results numerically and graphically. The students should be able to implement simulation models and document their skills through a seminar thesis and finally give a short oral presentation. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | Students are expected to implement themselves models of various social processes and systems, including agent-based models, complex networks models, decision making, group dynamics, human crowds, or game-theoretical models. Credit points are finally earned for the implementation of a mathematical or empirical model from the complexity science literature and the documentation in a seminar thesis. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | The lecture slides will be presented on the course web page after each lecture. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | Agent-Based Modeling https://link.springer.com/chapter/10.1007/978-3-642-24004-1_2 Social Self-Organization https://www.springer.com/gp/book/9783642240034 Traffic and related self-driven many-particle systems Reviews of Modern Physics 73, 1067 https://journals.aps.org/rmp/abstract/10.1103/RevModPhys.73.1067 An Analytical Theory of Traffic Flow (collection of papers) https://www.researchgate.net/publication/261629187 Pedestrian, Crowd, and Evacuation Dynamics https://www.research-collection.ethz.ch/handle/20.500.11850/45424 The hidden geometry of complex, network-driven contagion phenomena (relevant for modeling pandemic spread) https://science.sciencemag.org/content/342/6164/1337 Further literature will be recommended in the lectures. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | The number of participants is limited to the size of the available computer teaching room. The source code related to the seminar thesis should be well enough documented. Good programming skills and a good understanding of probability & statistics and calculus are expected. Students need to present a new subject, for which they have not earned any credit points before. Good scientific practices, in particular citation and quotation rules, must be properly complied with. Chatham House rules apply to this course. Materials may not be shared without previous written permission. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kompetenzen |
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| 101-0417-00L | Transport Planning Methods | W | 6 KP | 4G | E. Heinen | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | The course provides the necessary knowledge to develop models to understand, to support and to evaluate the solution of given planning problems. The course is composed of a lecture part, providing the theoretical knowledge, and an applied part in which students develop their own models in order to evaluate a transport project/policy. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | - Appraise the role of theory and data in transport planning - Differentiate and appraise different transport planning methods (causality, 4 stage and agent based modeling, cost-benefit analysis) - Construct a transport model by statistical methods and algorithms commonly used in transport planning - Propose a modeling framework to analyze transport planning challenges. a decision-making supporting tool | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | The course provides the necessary knowledge to develop models to understand travel behaviour and travel demand, and to support the solution of given planning problems. It also introduces cost-benefit analysis as a decision-making tool. Examples of such planning problems are the estimation of traffic volumes, prediction of estimated utilization of new public transport lines, and evaluation of effects (e.g. change in emissions of a city) triggered by building new infrastructure and changes to operational regulations. To cope with that, the problem is divided into sub-problems, which are solved using various statistical models and algorithms. The course is composed of a lecture part, providing the theoretical knowledge, and an applied part in which students develop their own models in order to analyse travel behaviour, develop a traditional transport model and to evaluate a transport project/ policy by means of cost-benefit analysis. Regular lab session take place to guide and support students with the applied part of the course. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | Moodle platform (enrollment needed) | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | Willumsen, P. and J. de D. Ortuzar (2024) Modelling Transport, Wiley, Chichester. Van Wee, B., Annema, J.A., Banister, D. and Pudāne, B. (2023) The Transport System and Transport Policy, An Introduction. Second Edition. Cheltenham, UK • Northampton, MA, USA Pearl, J., Glymour, M., and Jewell N.P. (2016) Causal Inference in Statistics. Wiley and Sons. Cascetta, E. (2001) Transportation Systems Engineering: Theory and Methods, Kluwer Academic Publishers, Dordrecht. Sheffi, Y. (1985) Urban Transportation Networks: Equilibrium Analysis with Mathematical Programming Methods, Prentice Hall, Englewood Cliffs. Other: Schnabel, W. and D. Lohse (1997) Verkehrsplanung, 2. edn., vol. 2 of Grundlagen der Strassenverkehrstechnik und der Verkehrsplanung, Verlag für Bauwesen, Berlin. McCarthy, P.S. (2001) Transportation Economics: A case study approach, Blackwell, Oxford. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kompetenzen |
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| 860-0040-00L | Case Study Research Paper in Science, Technology and Policy 1 | W | 3 KP | 6A | Dozent/innen | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | In the case study research paper, students apply skills and knowledge acquired in the social sciences courses of the ISTP curriculum to address a particular societal challenge. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Students are able to apply their problem-solving and analytical skills to address a particular societal challenge. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | Based on what they have learned, or are learning, in the companion course, and the skills and knowledge acquired in the social sciences courses of the ISTP curriculum, students identify a particular policy challenge to be addressed. Coached by the instructor of the companion course, or in exceptional cases by another ISTP professor, the develop and implement their research idea, accord-ing to the ISTP guidelines to this end. The result should be a research paper of around 4’000 words (all inclusive, except appendices) that will be graded by the supervisor on the 1-6 scale, based on a grading scheme for this purpose. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | Students can enroll in this unit exclusively in combination with another (companion) course to complete the Case Study requirements in the MSc ISTP. The unit allows students to carry out case studies on specific policy issues based on their individual preferences. The companion course should have a policy focus or deal with a policy rele-vant issue and can be taken either in parallel or prior to the Case Study Research Pa-per unit. The instructor of the companion course should be able and willing to also serve as the supervisor of the associated case study paper. After successfully completing the companion course and the research paper, the student office will assign both courses to the category case studies. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 860-0040-01L | Case Study Research Paper in Science, Technology and Policy 2 | W | 3 KP | 6A | Dozent/innen | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | In the case study research paper, students apply skills and knowledge acquired in the social sciences courses of the ISTP curriculum to address a particular so-cietal challenge. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Students are able to apply their problem-solving and analytical skills to address a particular societal challenge. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | Based on what they have learned, or are learning, in the companion course, and the skills and knowledge acquired in the social sciences courses of the ISTP curriculum, students identify a particular policy challenge to be addressed. Coached by the instructor of the companion course, or in exceptional cases by another ISTP professor, the develop and implement their research idea, accord-ing to the ISTP guidelines to this end. The result should be a research paper of around 4’000 words (all inclusive, except appendices) that will be graded by the supervisor on the 1-6 scale, based on a grading scheme for this purpose. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | Students can enroll in this unit exclusively in combination with another (companion) course to complete the Case Study requirements in the MSc ISTP. The unit allows students to carry out case studies on specific policy issues based on their individual preferences. The companion course should have a policy focus or deal with a policy rele-vant issue and can be taken either in parallel or prior to the Case Study Research Paper unit. The instructor of the companion course should be able and willing to also serve as the supervisor of the associated case study paper. In the case study research paper, students apply skills and knowledge acquired in the social sciences courses of the ISTP curriculum to address a particular societal challenge. After successfully completing the companion course and the research paper, the student office will assign both courses to the category case studies. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 851-0760-00L | Building a Robot Judge: Data Science for Decision-Making Findet dieses Semester nicht statt. Particularly suitable for students of D-INFK, D-ITET, D-MTEC. | W | 3 KP | 2V | E. Ash | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | This course explores the automation of decisions in the legal system. We delve into the machine learning tools needed to predict judge decision-making and ask whether techniques in model explanation and algorithmic fairness are sufficient to address the potential risks. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | This course introduces students to the data science tools that may provide the first building blocks for a robot judge. While building a working robot judge might be far off in the future, some of the building blocks are already here, and we will put them to work. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | Data science technologies have the potential to improve legal decisions by making them more efficient and consistent. On the other hand, there are serious risks that automated systems could replicate or amplify existing legal biases and rigidities. Given the stakes, these technologies force us to think carefully about notions of fairness and justice and how they should be applied. The focus is on legal prediction problems. Given the evidence and briefs in this case, how will a judge probably decide? How likely is a criminal defendant to commit another crime? How much additional revenue will this new tax law collect? Students will investigate and implement the relevant machine learning tools for making these types of predictions, including regression, classification, and deep neural networks models. We then use these predictions to better understand the operation of the legal system. Under what conditions do judges tend to make errors? Against which types of defendants do parole boards exhibit bias? Which jurisdictions have the most tax loopholes? Students will be introduced to emerging applied research in this vein. In a semester paper, students (individually or in groups) will conceive and implement an applied data-science research project. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 701-1563-00L | Climate Policy | W | 6 KP | 4G | A. Patt, S. Hanger-Kopp | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | This course provides an in-depth of analysis both of the theoretical underpinnings to different approaches to climate policy at the international and national levels, and how these different approaches have played out in practice. Students will learn how legislative frameworks have developed over the last 25 years, and also be able to appraise those frameworks critically. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | The goal is to give students a glimpse into the enormous complexity of this policy area, an understanding of some of the many debates that are currently raging (of which the debate about whether climate change is actually real is probably the least complicated or interesting). We want to give students the ability to evaluate policy arguments made by politicians, experts, and academics with a critical eye, informed by a knowledge of history, an understanding of the theoretical underpinnings, and the results of empirical testing of different strategies. A student taking this course ought to be able to step into an NGO or government agency involved in climate policy analysis or political advocacy, and immediately be able to make an informed and creative contribution. Moreover, by experiencing the depth of this policy area, students should be able to appreciate the complexity inherent in all policy areas. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | Climate change is one of the defining challenges of our time, touching all aspects of the environment and of society. There is broad recognition (although with some dissent) that governments ought to do something about it: making sure that emissions of greenhouse gases (GHGs) stop within the next 20 to 30 years; helping people to adapt to the consequences of the climate change to which we have already committed ourselves; and, most controversially, perhaps taking measures to actively remove GHG’s from the atmosphere, or to alter the radiation balance of the Earth through solar engineering. It’s a complicated set of problems, especially the first of these, known as mitigation. Fundamentally this is because it means doing something that humanity has never really tried before at a planetary scale: deliberately altering the ways the we produce, convert, and consume energy, which is at the heart of modern society. Modern society – the entire anthropocene – grew up on fossil fuels, and the huge benefits they offered in terms of energy that was inexpensive, easy to transport and store, and very dense in terms of its energy content per unit mass or volume. How to manage a society of over 7 billion people, at anything like today’s living standards, without the benefits of that energy, is a question for which there is no easy answer. There are also other challenges outside of energy. How do we build houses, office buildings, and infrastructure networks without cement, a substance that releases large amounts of CO2 as it hardens? How do we reverse the pace of deforestation, particularly in developing countries? How do we eliminate the GHG emissions from agriculture: the methane from cows’ bellies and rice paddies, together with the chemicals that enter the atmosphere from the application of fertilizer? These are all tough questions at a technical level, but even tougher when you consider that governments typically need to employ indirect methods to get these things to happen. Arguably a government could simply pass a law that forbids people from using fossil fuels. But politically this is simply unrealistic, at least while so many people depend on fossil fuels in their daily lives. What is to be done? For this, one needs to turn to various ideas about how government can and should influence society. On the one hand are ideas suggesting that government ought to play a very limited role, relative to private actors, and should step in only to correct “market failures,” with interventions designed specifically around that failure. On the other hand are ideas suggesting that government (meaning all of us, working together through a democratic process) is the appropriate decision-making body for core decisions on where society can and should go. These issues come to the fore in climate policy discussions and debates. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | There will be reading assignments for select classes. All of these will be posted in PDF format on a course Moodle. In addition, there will be one books and one report to be read over the course of the semester. They are: Ministry of the Future, by Kim Stanley Robinson Ten Principles for Policy Making in the Energy Transition, by Laura Diaz Anadon et al. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kompetenzen |
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| 063-0859-24L | Subject Semester HS24 (Fachsemester) in the Field of History and Theory of Urban Design (Avermaete) Findet dieses Semester nicht statt. A student can only register once for a "Fachsemester" during the Master studies! The application deadline for this "Fachsemester" 4.9.2024, 8 p.m. You will receive a message about acceptance or rejection for the subject semester by 5.9.2024, 2 p.m. at the latest. Students who have been rejected have the opportunity to choose a design class (enrollment ends on 5.9.2024, at 6 p.m.).“ | W | 14 KP | 29A | T. Avermaete | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | This Research Studio focuses on the entanglements of the architectural and urban histories of Switzerland and the history of global colonialism. Through architecture-specific research methods, it investigates how centuries of colonialism have historically influenced the aesthetic, construction and craft cultures of Swiss cities, and explores ways to engage with these contested legacies today. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | The Research Studio has two main objectives: 1. Archaeology of Swiss Coloniality. First, students will develop an ‘archaeology’ of the historical entanglements of Swiss industry with global colonialism. In this part, the studio work is understood as an archaeological venture, digging up traces of the past. Students will systematically probe the built environment of Switzerland for traces and influences of global colonialism and its aftermath. The result will be a catalogue of colonial entanglements, illustrating how they are inscribed into architectural and urban figures and how they continue to impact the urban fabric of Switzerland and its industry. 2. Processing Swiss Coloniality. In a second step, students will attempt to ‘process’ the enduring impact of Swiss Coloniality. Based on the 'Archaeology,’ students will explore the inherent logics of global colonialism in relation to Swiss industry as it impacts the present. The central idea is to avoid considering the past as a closed chapter, but as an ongoing process and condition of coloniality that still structures our present and future, which needs acknowledgement and dialogue. Students will be asked, using the tools of the architect, to explore strategies to represent these entanglements and suggest openings for repair where needed. Based on these main objectives, this course will: - offer students an overview of the most important historical and contemporary contributions to debates on postcolonial and decolonial theory and the entanglement of Switzerland’s industry with global colonialism; - equip students to reflect critically upon the manifestations of Swiss Coloniality in the built environment with the help of both theoretical and historical perspectives; - make students aware that the production of the city is not a neutral given but is always shaped by cultural values, assumptions, and expectations, which impact the everyday environment and, as such, condition inhabitants and users; - help students to position themselves within current debates on cities, urban development, and urban life in relation to broader challenges such as sustainability and social inequality. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | Swiss Coloniality Cities have never been isolated entities and have always existed by grace of the myriad connections with their hinterland. Throughout the past centuries, and especially since the 15th century onwards, these connections have become increasingly far-reaching across the globe, and the history of urban development in areas such as Europe has been intricately entwined with conditions and realities elsewhere. As such, urban history cannot be seen as entirely separate from global colonialism and its aftermath. While designing and constructing the architecture of the city, architects, urban designers, builders, and inhabitants also inevitably take part in the wider ecologies of material and immaterial flows that are shaped by and contribute to a global system of inequality. Not uncoincidentally, the metropole – a key term of colonial history – finds its roots in the political urban figure of the polis and identifies the center-periphery relationship between the ‘motherland’ and its hinterland. The metropole is the place from where power is exercised over foreign territories and the place that reaps the fruits of this exercising of power. While Switzerland never had colonies of its own, it was nevertheless in many ways involved in and contributed to the history of global colonialism: by taking part in the economy sustained by colonialism, by financing and securing slave trade, by contributing to race-based science practices, etc. So, despite being a country without colonies, what if we consider Switzerland and its position in the world from the perspective of the colonial metropole? What would be the specific architectural and urban dimension of this figure of Metropole Switzerland? In raising such questions, in this Research Studio, we aim to focus on the entanglements of the architectural and urban histories of Switzerland and the history of global colonialism. Starting to answer such questions requires a widened understanding of colonialism and its impact, which has been grasped with the notion of coloniality in recent debates. While colonialism refers to the historically specific phenomenon of one area of the world colonizing another, settling on foreign land, extracting its resources, and violently disciplining its inhabitants, the term coloniality refers to the more long-lasting processes and indirect effects that are the result of centuries of colonialism, and that mark a landscape of global inequality, even after the ‘official’ reign of colonialism has ended. In this sense, the disparity between the so-called ‘Global North’ and ‘Global South’, and the way in which a country such as Switzerland is still profiting from an advantageous position in this globally unequal world, can be considered the result of centuries of colonialism, and to be still part of a condition of coloniality. As this condition is a two-sided and mutually inflictive phenomenon, to unravel the knot of Swiss coloniality, we not only aim to investigate how Switzerland was implicated in activities abroad but also, conversely, how these activities have impacted Switzerland. While in the fields of political, social and economic history, a revisionist effort is underway to reconsider/correct the image of Switzerland as a neutral country without colonies, in the field of architecture and urban history, however, we are yet to unravel the impact of this entanglement on the built environment, and, more widely, on the aesthetic, material and craft cultures of Swiss cities. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | Methodology The overarching hypothesis of this Research Studio is that historical and theoretical research can profit profoundly from the use of the tools and knowledge of architects. On the one hand, the spatial, formal, material, and constructive knowledge gained throughout architectural studies will guide the historical research in the archives, in the library, and/or in the city itself and will allow students to articulate specifically architectural interpretations of the materials they find. On the other hand, the Studio explicitly asks students to employ specific architectural tools such as drawing, writing and model-making to explore the historical and theoretical realities that are being investigated. By actively reflecting on the composition of a varied set of analytical and interpretative drawings, texts, and models, students will probe the capacity of these media to act as tools for historical and theoretical research. Within the general theme of Swiss Coloniality, students will be guided to identify their own subtheme, which will require exploring their own specific research methodologies. These architecture-specific methodologies will be strategically chosen to discuss specific aspects of society: political, economic, social, cultural, or otherwise. Thus, conjoining these ‘autonomous’ and ‘heteronomous’ dimensions of architecture, a new understanding of the city and our built environment is developed that allows us to answer (some of) the research questions mentioned previously. Research process Students will be guided through three phases with different emphases: Definitions, Logics and Reinterpretations of Swiss Coloniality. The first phase, Definitions, is focused on developing an understanding of what the notion of Swiss Coloniality can entail and how it relates specifically to industry and the production of the city. This phase will allow students to become familiar with the historical and current entanglements of Switzerland with global colonialism and, by closely examining its main actors, practices, and materials, will set the stage for students to develop their own, individual research project. The second phase, Logics, is about understanding and demonstrating the inner workings and mechanisms of Swiss Coloniality. Each of the students will focus on one specific case – a material, a site, an actor, a practice, etc. – and will examine it closely through targeted archival and library research, as well as through drawing, writing, and model-making. In the third phase, Reinterpretations, students will formulate and investigate a hypothesis regarding the entanglements of Swiss industry with global colonialism. Based on this hypothesis, students will position themselves in relation to Swiss Coloniality, its history and its enduring impact. The position statement can take the form of a written text, architectural drawings and/or models and will be presented in the form of a student-curated studio exhibition and an online adaptation of it. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | Course syllabus and reader will be made available during the course's first week. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | Students can register only once for a "Fachsemester" during the Master studies. Enrollment will not take place through the D-ARCH website. To enroll for this Fachsemester please send an e-mail to sebastiaan.loosen@gta.arch.ethz.ch by Wednesday 6 September 2023, 8PM. If necessary, available places will be allocated firstly conform the A-B-C-studio priority system, and secondly, randomly. You will receive a confirmation by Thursday 7 September 2023, 12AM (noon). In case of over-applications, students who are not selected have the opportunity to choose a regular design studio through the D-ARCH website (enrollment ends on September 7, at 6 p.m.). The Research Studio is self-dependent work and tutoring takes place on Tuesdays and Wednesdays. Further course information on https://avermaete.arch.ethz.ch/researchstudio | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kompetenzen |
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| 351-0778-01L | Discovering Management (Pitch) Findet dieses Semester nicht statt. 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 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 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 | The exercise consists of delivering and submitting a "pitch" with a clear recommendation for one of the selected cases amongst those seen in Discovering Management, using your insights from Discovering Management, and an extra session on pitching. Students have the option to either do 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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| 851-0609-06L | Governing the Energy Transition Primarily suited for Master and PhD level. | W | 2 KP | 2V | T. Schmidt, L. P. Fesenfeld | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 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. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 857-0027-00L | International Organizations (Field Trip) | W | 2 KP | 1S | V. Koubi | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 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. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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