Suchergebnis: Katalogdaten im Frühjahrssemester 2020

Raumentwicklung und Infrastruktursysteme Master Information
Wahlfächer
Den Studierenden steht das gesamte Lehrangebot der ETH Zürich und der Universität Zürich zur individuellen Auswahl offen. Die Studeierenden haben selbst zu überprüfen, ob sie die Zulassungsvoraussetzungen zu einer Lehrveranstaltung erfüllen.
Empfohlene Wahlfächer des Studiengangs
NummerTitelTypECTSUmfangDozierende
101-0408-00LPraktikum Siedlung und Verkehr Belegung eingeschränkt - Details anzeigen
Maximale Teilnehmerzahl: 25
W3 KP2PB. Vitins
KurzbeschreibungDieses Praktikum wendet die Methoden der Verkehrsplanung basierend auf Raumstrukturen beispielhaft an. Die Studierenden erarbeiten anhand realen Daten einer Fallstudie die vier Schritte der Verkehrsnachfrageberechnung und erstellen Verbesserungsszenarien für Verkehrsinfrastruktur und Raumplanung.
Lernziel- Vorgehen zur Analyse und Lösung verkehrsplanerischer Fragestellungen
- Wechselwirkung zwischen Raum- und Verkehrsplanung
- Erstellung von Modellen zur Lösung planerischer Aufgaben
- Plausibilisierung und Kalibrierung der Modelle
- Ausarbeitung von Lösungen, Vorschlag von Massnahmen
- Beurteilung der Massnahmen und deren Auswirkungen
851-0705-01LUmweltrecht II: Rechtsgebiete und FallbeispieleW3 KP2VM. Pflüger, A. Gossweiler
KurzbeschreibungÜbersicht über ausgewählte Gebiete des schweizerischen Umweltrechts: Immissionsschutz (Lärmschutz, Luftreinhaltung), Klimaschutz, Abfall und Altlasten, Gewässerschutz, Naturschutz, Wald. Erörterungen sowie Vertiefungen anhand von Fallbeispielen und Gastvorträgen.
LernzielDie Teilnehmer kennen die Grundzüge, die wichtigsten Prinzipien und Instrumente in den ausgewählten Gebieten und die Zusammenhänge des schweizerischen Umweltrechts. Sie können Fragen den massgebenden Rechtsgebieten zuordnen und Querbezüge zu anderen Rechtsgebieten herstellen. Sie verstehen, rechtliche Lösungsansätze zu konkreten Problemen zu erarbeiten und die wichtigsten Argumente zu entwickeln.
InhaltDie Vorlesung gliedert sich in einzelne Teile und umfasst hauptsächlich folgende Themen: Grundkonzept des Immissionsschutzes, Lärmschutz und Luftreinhaltung, Klimaschutz, Gewässerschutz, Naturschutz, Wald, Behandlung von Abfällen/Altlasten. Diskussion von konkreten Fällen. Vorgesehen sind zudem zwei Gastreferate von externen Experten.
SkriptChristoph Jäger/Andreas Bühler, Schweizerisches Umweltrecht, Stämpfli-Skripten, Bern 2016
Voraussetzungen / BesonderesVorausgesetzt wird der Besuch der Vorlesung "Umweltrecht I: Grundlagen und Konzepte" im Herbstsemester
102-0348-00LProspective Environmental Assessments
Prerequisite for this lecture is basic knowledge of environmental assessment tools, such as material flow analysis, risk assessment and life cycle assessment.
Students without previous knowledge in these areas need to read according textbooks prior to or at the beginning of the lecture.
W3 KP2GS. Hellweg, N. Heeren, A. Spörri
KurzbeschreibungThis lecture deals with prospective assessments of emerging technologies as well as with the assessment of long-term environmental impact caused by today's activities.
Lernziel- Understanding prospective environmental assessments, including scenario analysis techniques, prospective emission models, dynamic MFA and LCA.
- Ability to properly plan and conduct prospective environmental assessment studies, for example on emerging technologies or on technical processes that cause long-term environmental impacts.
- Being aware of the uncertainties involved in prospective studies.
- Getting to know measures to prevent long-term emissions or impact in case studies
- Knowing the arguments in favor and against a temporally differentiated weighting of environmental impacts (discounting)
Inhalt- Scenario analysis
- Dynamic material flow analysis
- Temporal differentiation in LCA
- Systems dynamics tools
- Assessment of future and present environmental impact
- Case studies
SkriptLecture slides and further documents will be made available on Moodle.
364-0576-00LAdvanced Sustainability Economics Information
PhD course, open for MSc students
W3 KP3GL. Bretschger
KurzbeschreibungThe course covers current resource and sustainability economics, including ethical foundations of sustainability, intertemporal optimisation in capital-resource economies, sustainable use of non-renewable and renewable resources, pollution dynamics, population growth, and sectoral heterogeneity. A final part is on empirical contributions, e.g. the resource curse, energy prices, and the EKC.
LernzielUnderstanding of the current issues and economic methods in sustainability research; ability to solve typical problems like the calculation of the growth rate under environmental restriction with the help of appropriate model equations.
701-0104-00LStatistical Modelling of Spatial DataW3 KP2GA. J. Papritz
KurzbeschreibungIn environmental sciences one often deals with spatial data. When analysing such data the focus is either on exploring their structure (dependence on explanatory variables, autocorrelation) and/or on spatial prediction. The course provides an introduction to geostatistical methods that are useful for such analyses.
LernzielThe course will provide an overview of the basic concepts and stochastic models that are used to model spatial data. In addition, participants will learn a number of geostatistical techniques and acquire familiarity with R software that is useful for analyzing spatial data.
InhaltAfter an introductory discussion of the types of problems and the kind of data that arise in environmental research, an introduction into linear geostatistics (models: stationary and intrinsic random processes, modelling large-scale spatial patterns by linear regression, modelling autocorrelation by variogram; kriging: mean square prediction of spatial data) will be taught. The lectures will be complemented by data analyses that the participants have to do themselves.
SkriptSlides, descriptions of the problems for the data analyses and solutions to them will be provided.
LiteraturP.J. Diggle & P.J. Ribeiro Jr. 2007. Model-based Geostatistics. Springer.

Bivand, R. S., Pebesma, E. J. & Gómez-Rubio, V. 2013. Applied Spatial Data Analysis with R. Springer.
Voraussetzungen / BesonderesFamiliarity with linear regression analysis (e.g. equivalent to the first part of the course 401-0649-00L Applied Statistical Regression) and with the software R (e.g. 401-6215-00L Using R for Data Analysis and Graphics (Part I), 401-6217-00L Using R for Data Analysis and Graphics (Part II)) are required for attending the course.
701-1502-00LTransdisciplinary Case Study Information Belegung eingeschränkt - Details anzeigen
Findet dieses Semester nicht statt.
Number of participants limited to 25.

Students have to apply for this course by sending a two-page motivation letter (why are you interested? what do you want to learn? what can you contribute?) to Link and Link (latest by 10th January 2020).

Important: for students in Agricultural Sciences, the case study can replace the compulsory course 751-1000-00L Interdisciplinary Project Work!
W7 KP15PM. Stauffacher
KurzbeschreibungThis course is a project-oriented and research based teaching activity organized in a real-world setting. Students work on societally relevant problems. Sustainability issues and collaboration between science and society are key.
In 2020, the case area is Seychelles, a small developing island state in the Indian ocean.
LernzielStudents learn how to plan and implement their research work in interdisciplinary and intercultural teams of students. This includes: structure ill defined problems; derive research questions; design research plans; apply qualitative and quantitative methods; work in interdisciplinary and inter-cultural teams; organise transdisciplinary collaboration between research and people from outside academia.
InhaltThe Seychelles is a Small Island Developing State (SIDS) in the Indian Ocean comprising some 115 islands spread over a sea area of 1.4 million km2. SIDS share some common characteristics. They are: small in size and economy; are remote and isolated from international markets; are vulnerable against external disturbances and climate change effects. Seychelles is highly dependent on intact nature. Tourism and fishery are major economic pillars. Seychelles is in transformation from a developing to a developed country.

Between 2012-2015 ARUP, an international consultant, developed the Strategy Plan Seychelles 2040. The Seychelles Planning Authority is currently working on the implementation of the strategy plan. Current major activity is land use planning.

The preparation of the case study happens in close collaboration with the Seychelles Planning Authority, major partner of the case study, to secure that research is relevant for the local context and can have concrete impacts in the case area. Together we defined Sustainable Land Use as umbrella theme. Topics to look at may include transport infrastructure, tourism, conservation, housing, agriculture, etc.

This is the third time that the transdisciplinary case study is organized in Seychelles. In 2016 and 2018 we were working on solid waste management. While in 2016 the goal was to provide the 'big' picture of the Seychelles waste system, in 2018 the focus was on waste sorting and waste treatment options, see: Link
Link



See as well the short movie here which explains what the transdisciplinary case study is
Link
Voraussetzungen / BesonderesThe number of participants is limited. Students have to apply for this course by sending a two-page motivation letter. The letter should refer to: Why are you interested? What do you want to learn? What can you contribute? The latter may include particular skills you have the case study could benefit from. Please send the letter to Link and Link (latest by January 10, 2020).

Important: for students in Agricultural Sciences, the case study can replace the compulsory course 751-1000-00L Interdisciplinary Project Work!
101-0193-00LSystemic Design Labs: RE:GENERATE Alpine-Urban Circularity Information Belegung eingeschränkt - Details anzeigen W4 KP2ST. Luthe
KurzbeschreibungSystemic design (SD) optimizes an entire system as a whole, rather than its parts in isolation. SD is iterative, recursive and circular, requires creative, curious, informed and critical systems thinking and doing, yielding radical resource efficiency. Systems mapping, design thinking, footprint assessment, test planning, prototyping, fabrication, social experiments are part of SD.
LernzielThe growing necessity to consider eco-social aspects makes design, planning and engineering practices more complex. Systemic design combines systems thinking skills with design thinking to address such complexity. The objectives of the course are to introduce students to the most important topics in systemic design methods, models, theory and methodology that form the basis for engineering, design and planning practices, and research for sustainability. A main goal is to develop whole systems thinking, life cycle and cradle to cradle thinking, to build knowledge on environmental impacts of materials and processes, and to stimulate overall reflective eco-social thinking in design, planning and engineering disciplines.The teaching purpose of Systemic Design Labs is to better tackle the complexity of today’s sustainability challenges. Often, in current education we learn to disassemble design challenges into their bits and parts for individual optimization. While being useful for developing topical expertise, this reductionism to parts with less emphasis on their interaction does not match with the growing complexity of today’s challenges. In contrast, systemic design approaches a task from a holistic perspective, zooming out of a system to reveal its structure and connections between its parts – to zoom in on the hub of influence that matters most.
InhaltDesign Challenge: How to revive mountain livelihoods, focusing on local identity, resilient landscapes and a regenerative economy? The specific design challenge is to identify and layout a holistic, partly quantified and visualized systems strategy for building a resilient community economy on the case of Ostana, Italy, that embraces local identity, revitalizes cultural and landscape biodiversity, and creates alpine-urban circularity. A clear connection is between the local identity (culture, traditions, visions) which is formed by Occitan culture (food, music, dance, language), traditional stone building architecture which is under pressure to carefully evolve with new needs for carbon-neutral and net-positive buildings, and the Monte Viso landscape. How does a re-growing economy that should be regenerative and circular by design, correlate with innovation in architecture, with population growth and associated challenges in mobility, waste systems and supplies, with growing tourism, new agro-forestry practices like industrial hemp and Paulownia, while impacts of climate change are clearly visible? How does the community design a vision that is based on cooperation on different governance scales, balancing local identity and urgently needed international innovation?

Deliverables & output: This SDL course RE:GENERATE builds upon related work from former courses hosted and lead by the MonViso Institute (i.e. on social innovation, mobility, architecture and local identity, tourism, circular economy, land use change) to develop and design foundations for a visualized and partly quantified systems map, that will support ongoing and future innovation processes in this community. Foci are the interplay of architecture, circular economy, land use change, and identity. The map will be accompanied by a detailed report.
Skriptsee learning materials
Literature.g. Striebig, B. and Ogundipe, A. 2016. Engineering Applications in Sustainable Design and Development. ISBN-10: 8131529053.
Jones, P. 2014. Design research methods for systemic design: Perspectives from design education and practice. Proceedings of ISSS 2014, July 28 – Aug1, 2014, Washington, D.C.

Blizzard, J. L. and L. E. Klotz. 2012. A framework for sustainable whole systems design. Design Studies 33(5).

Brown, T. and J. Wyatt. 2010. Design thinking for social innovation. Stanford Social Innovation Review. Stanford University.

Fischer, M. 2015. Design it! Solving Sustainability problems by applying design thinking. GAIA 24/3:174-178.

Luthe, T., Kaegi, T. and J. Reger. 2013. A Systems Approach to Sustainable Technical Product Design. Combining life cycle assessment and virtual development in the case of skis. Journal of Industrial Ecology 17(4), 605-617. DOI: 10.1111/jiec.12000
Voraussetzungen / BesonderesPrior to the start of the field course, participants have to prepare a presentation based on pre-given topics.
After the field trip, students have to work alone and in teams on the preparation of the deliverables, a systemic strategy map and a written report.
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