Results for CARDCOURSES::humanrights

This hybrid course is designed to provide an examination of activism through the lens of community. This course is part of the Community Engaged Learning Course curriculum in the Department of African & African American Studies and will introduce students to community-based organizing and activism and how community-ties can be harnessed to build viable movements in today's society.

This class will examine the history of San Francisco from Native American and colonial settlement through the present. Focus is on social, environmental, and political history, with the theme of power in the city. Topics include Native Americans, the Gold Rush, immigration and nativism, railroads and robber barons, earthquake and fire, progressive reform and unionism, gender, race and civil rights, sexuality and politics, counterculture, redevelopment and gentrification. Students write final project in collaboration with ShapingSF, a participatory community history project documenting and archiving overlooked stories and memories of San Francisco. (Cardinal Course certified by the Haas Center)

This class uses the lens of performance, and particularly dance, to explore the aesthetic, cultural, historical, and legal issues in the lives of incarcerated youth. In the process students gain an understanding of incarceration and its cultural dimensions. Class readings and discussions foreground the legal and social contexts surrounding prisons in the U.S., Particular attention will be paid to the nexus of art, community, and social action, and how dance might be used to study the performing arts effects on self-construction, perception, experiences of embodiment, and social control for incarcerated teenagers. The class includes guest speakers who bring important perspectives on criminal justice including returned citizens, a juvenile justice attorney, a restorative conferencing facilitator and a dancer who teaches women in prison to be their own dance instructors.

This course aims to provide students with an opportunity to not only learn about current issues in the local Filipino American community, but also develop their own plans to take action on social justice issues. Through mediums of creative expression and reflection, we will explore themes of diaspora and liberation by focusing on the Filipino experience, specifically the birth of Filipino collegiate student organizations during the Third World Liberation Front and Anti-Martial law transnational activism. We will be connecting local Bay Area histories to the current global narrative while also connecting our past to our own identity formation as activists and community leaders. In doing so, we hope to explore the implications of local activism within the greater context of global organizing. The course will expose students to local community leaders and ways in which they can support local initiatives. This course will be hosted in EAST house.

This project-based course aims to bring together students from computer science and the social sciences to work with external partner organizations at the nexus of digital technology and public policy. Students will collaborate in interdisciplinary teams on a problem with a partner organization. Along with the guidance of faculty mentors and the teaching staff, students will engage in a project with outcomes ranging from policy memos and white papers to data visualizations and software. Possible projects suggested by partner organizations will be presented at an information session in early March. Following the infosession, a course application will open for teams to be selected before the start of Spring Quarter. Students may apply to a project with a partner organization or with a preformed team and their own idea to be reviewed for approval by the course staff. There will be one meeting per week for the full class and at least one weekly meeting with the project-based team mentors. Prerequisites: Appropriate preparation depends on the nature of the project proposed, and will be verified by the teaching staff based on your application.

This practicum is designed to build on the lessons learned in PSYCH 150 Race & Crime. In this community service learning course, students participate in community partnerships relevant to race and crime, as well as reflection to connect these experiences to research and course content. Interested students should complete an application for permission at: https://goo.gl/forms/CAut7RKX6MewBIuG3. Prerequisite: PSYCH 150 (taken concurrently or previously).

This course examines the rhetoric, history and key case studies of environmental justice while encouraging critical and collaborative thinking, reading and researching about diversity in environmental movements within the global community and at Stanford, including the ways race, class and gender have shaped environmental battles still being fought today. We center diverse voices by bringing leaders, particularly from marginalized communities on the frontlines to our classroom to communicate experiences, insights and best practices. Together we will develop and present original research projects which may serve a particular organizational or community need, such as racialized dispossession, toxic pollution and human health, or indigenous land and water rights, among many others. Cardinal Course certified by the Haas Center for Public Service. On Mondays, we will meet for discussion-based seminars and small group activities. On Wednesdays, Intro to EJ students will attend lectures presented by leading EJ scholars and advocates through the Environmental Justice Colloquium (EARTHSYS 194A).

This colloquium brings the voices and vision of leading Environmental Justice (EJ) advocates to the Stanford community, in order to educate, inspire, and transform our understanding of environmental science. Environmental Justice advances a positive vision for policies and actions that fight environmental racism. EJ approaches involve centering the voices and leadership of marginalized communities in 1) ensuring equitable access to environmental benefits, and 2) preventing or mitigating the disproportionate impacts of environmental harms for all communities, regardless of gender, class, race, ethnicity, or other social positions. This colloquium highlights the work of leading EJ thinkers and practitioners, speaking from frontline organizations on a wide range of topics. These topics include acting on toxic exposures and health disparities for community resilience, climate justice and youth action, Indigenous land and water rights, green cities and Afrofuturism, food justice and intersecting social movements, queer ecologies, and more. The colloquium will host a weekly speaker with course meetings held every Wednesday. Colloquium presentations will begin promptly at 12pm.

Considers purpose, practice, and ethics of service learning. Provides training for students' work in community. Examines current scope of human trafficking in Bay Area, pressing concerns, capacity and obstacles to effectively address them. Students work with community partners dedicated to confronting human trafficking and problems it entails on a daily basis. Must currently be enrolled in or have previously taken History 5C/105C (FemGen 5C/105C, HumBio 178H, IR 105C, CSRE 5C/105C). (Cardinal Course certified by the Haas Center)

Prerequisite: HISTORY6W (FEMGEN 6W). Continuation of HISTORY 6W (FEMGEN 6W). Students will continue working on their projects with their community partners. Several class meetings and small group consultations throughout the quarter. (Cardinal Course certified by the Haas Center)

Considers purpose, practice, and ethics of service learning. Provides training for students' work in community. Examines current scope of human trafficking in Bay Area, pressing concerns, capacity and obstacles to effectively address them. Students work with community partners dedicated to confronting human trafficking and problems it entails on a daily basis. Must currently be enrolled in or have previously taken History 5C/105C (FemGen 5C/105C, HumBio 178H, IR 105C, CSRE 5C/105C). (Cardinal Course certified by the Haas Center)

Prerequisite: HISTORY6W (FEMGEN 6W). Continuation of HISTORY 6W (FEMGEN 6W). Students will continue working on their projects with their community partners. Several class meetings and small group consultations throughout the quarter. (Cardinal Course certified by the Haas Center)

Explores the global story of the struggle over drugs from the nineteenth century to the present. Topics include the history of the opium wars in China, controversies over wine and tobacco in Iran, narco-trafficking and civil war in Lebanon, the Afghan 'narco-state,' Andean cocaine as a global commodity, the politics of U.S.- Mexico drug trafficking, incarceration, drugs, and race in the U.S., and the globalization of the American 'war on drugs.'

This class will examine the history of San Francisco from Native American and colonial settlement through the present. Focus is on social, environmental, and political history, with the theme of power in the city. Topics include Native Americans, the Gold Rush, immigration and nativism, railroads and robber barons, earthquake and fire, progressive reform and unionism, gender, race and civil rights, sexuality and politics, counterculture, redevelopment and gentrification. Students write final project in collaboration with ShapingSF, a participatory community history project documenting and archiving overlooked stories and memories of San Francisco. (Cardinal Course certified by the Haas Center)

Theoretical, methodological, and empirical issues pertaining to the psychological and educational resilience of children and adolescents. Overview of the resilience framework, including current terminology and conceptual and measurement issues. Adaptive systems that enable some children to achieve successful adaptation despite high levels of adversity exposure. How resilience can be studied across multiple levels of analysis, ranging from cell to society. Individual, family, school, and community risk and protective factors that influence children's development and adaptation. Intervention programs designed to foster resilient adaptation in disadvantaged children's populations.

NOTE: HUMRTS 108 will not be offered in Spring 23-24. For additional questions please contact Instructor. This community engaged learning workshop is exclusively available to students who are concurrently enroll in SPANLANG 108SL. Within the HUMRTS 108 program, students will have the unique opportunity to apply their advanced Spanish language skills and their understanding of the US immigration detention system, acquired in the class, by volunteering with an organization dedicated to immigrant rights. In this capacity, students will receive training to operate a hotline responsible for monitoring conditions in over 200 immigrant detention centers. They will engage directly with people in immigration detention to document instances of abuse, reveal dehumanizing conditions, and connect them with their loved ones. Human rights lawyer Penelope Van Tuyl will serve as a guest lecturer, providing students with legal context. Additionally, we will have the privilege of hosting migrants and refugees who will share their personal stories of being in US detention and seeking asylum, along with other experts in fields such as law, mental health, media, and art activism. To enroll, please ensure that you qualify to enroll in a third-year Spanish class and contact Instructor Vivian Brates at vbrates@stanford.edu to request a class code. Please be aware that this course requires a minimum of 3 units and must be taken for a letter grade to be eligible for Ways credit. It is also certified as a Cardinal Course by the Haas Center for Public Service.

Globally, more than 1 billion people rely on seafood, yet this source of vital nutrition is chronically neglected in discussions about the future of food systems. In 2021, the UN Food Systems Summit brought international attention to the potential of "blue foods," thanks in part to insights and evidence provided by the Stanford-led Blue Food Assessment. Now, the Indonesian Ministry of National Development Planning has asked Stanford to help them build blue foods into Indonesia's national development strategy. Indonesia is the 4th most populous country, home to 278 million people and the most marine biodiversity on the planet. Over the next 18 months, we will work with the Ministry, Indonesian researchers, and NGO partners to develop a Blue Food Assessment for Indonesia that can help policymakers realize the potential of blue foods to meet pressing food system priorities -- improving nutrition, food security, and livelihoods, both nationally and in rural communities. This Blue Foods Action Lab is the first of a series to help Indonesia implement a far-reaching national program that could transform its food system and could be used as a model for other countries. For Spring quarter the role of the students will be to evaluate successful programs implemented by other nations in the areas that align with client interests and build from the student progress on topics from the winter quarter (i.e., aquaculture, small scale fisheries, blue food tech and justice and inclusion). A report will be produced and shared with the Indonesian Ministry and our NGO partner. The practicum seeks graduate and well-qualified undergraduate students in such programs as earth systems, computer science, public policy, international policy, business, law, sociology, and marine biology. Policy client: Indonesian Ministry of National Development Planning. Graduate and professional students from law, environmental science and policy, marine sciences, food systems, and public policy are invited to apply. R credit (Section 02) is possible only by consent of the instructor. After the term begins, students accepted into the course can transfer from section (01) into section (02), which meets the R requirement, with consent of the instructor. Elements used in grading: Attendance, Performance, Class Participation, Written Assignments, Final Paper. CONSENT APPLICATION: An application is required for acceptance into the course available at https://forms.gle/WzXQDpt9Wa6hy7j87 Application deadline: March 13, 2024. Cross-listed with Doerr School of Sustainability (SUSTAIN 121/221).

I apologize in advance for the fact that there are no paragraph breaks in this description. It is not my fault. Please contact me directly if you have questions about the class and I will email you a more readable description. Thanks, MLD. Seminar with Concurrent Policy Lab: Rethinking Campus and School Title IX Policies and Procedures. Policy Lab Client: National Women's Law Center: Over the past six years, the issue of campus sexual assault has exploded into the public discourse. While definitive figures are difficult to obtain due to the necessarily private nature of these events, several recent studies estimate that between 20-25% of college women (and a similar proportion of students identifying as transgender and gender-nonconforming, as well as around 5-10% of male students) experience sexual assault. Survivors have come forward across the country with harrowing stories of assault followed by an insensitive or indifferent response from college administrators, launching one of the most successful, and surprising, social movements in recent memory. Statistics are equally disturbing in the middle and high school context. As a result, the federal government under President Obama stepped up its civil rights enforcement in this area, with over 250 colleges and universities currently under investigation for allegedly mishandling student sexual assault complaints. At the same time, students accused of sexual assault have complained of botched processes driven by a "campus rape over-correction" that denied them a fair disciplinary hearing. It is clear that schools are struggling to develop and implement policies and procedures that satisfy their legal obligations in this area. While the future of federal enforcement under the Trump Administration is uncertain, schools are still subject to federal and state law that require them have policies and procedures to address sexual harassment and violence. This course focuses on the legal and policy issues surrounding the highly challenging area of investigation and adjudication of sexual assault and other gender-motivated violence on college campuses and in K12 schools. It will cover the federal and state legal frameworks governing these procedures including Title IX, the Violence Against Women Act, and the Clery Act, and examine current cases as well as the rapidly-evolving legal, federal regulatory, and political environment surrounding this issue. Guest speakers working in the area will help to broaden the class's understanding of the subject matter. Students in this seminar will have the opportunity to participate in the invitation-only national conference entitled The Way Forward: Title IX Advocacy in the Trump Era, which will be held May 1-2 at Stanford Law School and is organized in conjunction with the National Women's Law Center. See [http://conferences.law.stanford.edu/thewayforward-title9/] for more information on the conference. Concurrent Seminar and Policy Lab: The seminar is taught concurrently with the Policy Lab (also entitled "Rethinking Campus and School Title IX Policies and Procedures"). All students registered for the seminar participate in the Policy Lab, which works with the National Women's Law Center toward the development of a set of evidence-based and legally compliant model policies and procedures. Given all the controversy, surprisingly little is actually known about the policies and processes that are currently in use, nor is there any way of easily ascertaining what the majority of an institution's "peer schools" are doing with respect to solving a challenge or addressing an issue. There is no set of "best practices" to which school administrators can easily turn. Students will analyze cutting-edge issues related to school-based gender-motivated violence and work on a white paper for the NWLC that includes both legal and empirical research into the policies and procedures currently in use around the country. Throughout the class, students will have the opportunity to reflect on what they are learning and how it applies in a professional context. The eventual goal of this Policy Lab is the development in conjunction with NWLC of a free, web-based, open-source set of adaptable model policies and procedures that are targeted for different market segments (i.e., large private, large public, small private, HBCU, community colleges, and k12). Course Schedule and Optional Travel: The first three weeks of the class there will be two meetings per week, on Tuesday and Thursday from 4:15 to 6:15. Students will meet with Fatima Goss Graves, Senior Vice President for Program at the NWLC during week 2 to hear her expectations regarding the project and ask questions. During weeks 4-6 the class will meet once per week, on Thursday from 4:15-7:15 and small groups will work on their assigned sections of the project. On Thursday, May 4 (week 5), the class will meet with special guest Catherine Lhamon, former Assistant Secretary of Education for Civil Rights and have the opportunity to discuss the project with her and receive her feedback. During Week 7, the class will take an optional trip to Washington DC to present the completed project to the staff of the NWLC on Friday May 19. The class will be housed at Stanford in Washington from Thursday May 18, and will attend a hearing of the U.S. Civil Rights Commission in the morning of May 19 and then present their project in the afternoon. Travel expenses (other than incidentals) are provided. On Saturday, May 20 we will have the option to meet with other policy makers and activists as well as sightsee (including an attempted visit to the National Museum of African American History). We will return to Stanford on Sunday May 21. There will be no class during week 8. Enrollment, Assignments, and Evaluation; The Seminar and concurrent policy lab are both open to law students, graduate students, and advanced undergraduates. The seminar has two sections. Section 1 is a 2-hour seminar and students enrolling in Section 1 must also enroll in the Law 805R Policy Lab (1-hour). Section 2 is a 3-hour seminar, and students may enroll in that Section without concurrent enrollment in the Policy Lab. Regardless of the section of enrollment, all students will do the same assignments and be evaluated on the same criteria. All students will complete written work equivalent to a 26 page research paper. Law students will receive "R" credit for the seminar. Elements used in grading: Performance, Class Participation, Written Assignments, Final Paper. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available on the SLS website (Click Courses at the bottom of the homepage and then click Consent of Instructor Forms). See Consent Application Form for instructions and submission deadline.

Recent advances in health technologies - incorporating innovations like robotics, cloud computing, artificial intelligence, and smart sensors - have raised expectations of a dramatic impact on health outcomes across the world. However, bringing innovative technologies to low-resource settings has proven challenging, limiting their impact. Ironically, the COVID-19 pandemic became Exhibit 1 in the challenges the global health community faces in scaling innovative interventions. This course explores critical questions regarding the implementation and impact of technological innovations in low-resource settings. The course will feature thought leaders from the health technology community, who will explore examples of technologies that have been successful in low-resource communities, as well as those that have failed. A subset of these examples will be drawn from the current pandemic. Students will think critically to consider conditions under which technologies reach scale and have a positive impact on the global health field. Students will also have an opportunity to work on real-world projects, each of which will focus on the potential opportunity for health technology in a low-resource setting and consider approaches to ensure its impact at scale. This course will be taught by Dr. Anurag Mairal, Adjunct Professor of Medicine and the Director, Global Outreach Programs at Stanford Byers Center for Biodesign, Dr. Krista Donaldson, Director of Innovation to Impact at Stanford Byers Center for Biodesign, and Dr. Michele Barry, Senior Associate Dean for Global Health and Director of the Center for Innovation in Global Health. This course is open to undergraduate students, graduate students, and medical students. Students can take the course for two or three units. Students enrolling in the course for a third unit will work on the group project described above. Students enrolled in the class for three units will also have additional assignments, including an outline, presentation, and paper related to the group project. Cardinal Course certified by the Haas Center. Questions can be directed to Course Manager, Yosefa Gilon, ygilon@stanford.edu. Students must submit an application and be selected to receive an enrollment code. Application - https://forms.gle/WfToKFonCXWc6wZL7

What is the current U.S. socio-political climate like for Muslims? How is it affecting their mental health? Executive Order 13769, dubbed the "Muslim Ban", suspended the entry of citizens from multiple Muslim-majority countries and banned the entry of Syrian refugees indefinitely. The "Muslim Ban" coincided with the highest level of hate crimes against Muslims in America (91% increase in 2017 per CAIR). These levels are comparable to post-9/11 levels of hate crimes. Decades of research on minority communities has documented how stress associated with stigma, intimidation and discrimination is detrimental to physical and mental health. In this seminar we will explore the historical implications of Islamophobia and its modern-day impact on the global refugee crisis. Students will be introduced to the stigma that surrounds mental health in general and minority communities in particular. Special attention will be paid to the development of the nascent field Islamic Psychology and integrating Islamic spirituality into therapy as a means of addressing the under utilization of mental health services in Muslim populations. A combination of stimulating group discussions, talks by guest speakers, and field trips to community partners will provide students with different perspectives and a deeper understanding of these topics. (Cardinal Course certified by the Haas Center)

The first psychiatric hospitals in the world were established as early as the 8th century during the Islamic Golden Era. Despite the emergence of a highly sophisticated and interdisciplinary system of understanding the human psyche in early Islamic history, most students of modern psychology are unfamiliar with this rich history. This course will provide a historical and contemporary review of the Islamic intellectual heritage as it pertains to modern behavioral science and how mental illness was historically perceived and treated in the Muslim world. We will begin with a discussion of Islamic epistemology, reconcile issues such as secular vs sacred sources of knowledge and tackle the mind/body dilemma according to Islamic theology. We will then review holistic schemas of health and pathology in the Islamic religious tradition, the nature of the human being, elements of the human psyche, and principles of change leading to positive character reformation. As Stanford is the academic home of Muslim mental health research globally, we will benefit from talks by guest researchers and speakers, partake in field trips to community partners, and utilize group discussions to provide students with a deeper understanding of these topics.

The first psychiatric hospitals in the world were established as early as the 8th century during the Islamic Golden Era. Despite the emergence of a highly sophisticated and interdisciplinary system of understanding the human psyche in early Islamic history, most students of modern psychology are unfamiliar with this rich history. This course will provide a historical and contemporary review of the Islamic intellectual heritage as it pertains to modern behavioral science and how mental illness was historically perceived and treated in the Muslim world. We will begin with a discussion of Islamic epistemology, reconcile issues such as secular vs sacred sources of knowledge and tackle the mind/body dilemma according to Islamic theology. We will then review holistic schemas of health and pathology in the Islamic religious tradition, the nature of the human being, elements of the human psyche, and principles of change leading to positive character reformation. As Stanford is the academic home of Muslim mental health research globally, we will benefit from talks by guest researchers and speakers, partake in field trips to community partners, and utilize group discussions to provide students with a deeper understanding of these topics.

This practicum is designed to build on the lessons learned in PSYCH 150 Race & Crime. In this community service learning course, students participate in community partnerships relevant to race and crime, as well as reflection to connect these experiences to research and course content. Interested students should complete an application for permission at: https://goo.gl/forms/CAut7RKX6MewBIuG3. Prerequisite: PSYCH 150 (taken concurrently or previously).

This project-based course aims to bring together students from computer science and the social sciences to work with external partner organizations at the nexus of digital technology and public policy. Students will collaborate in interdisciplinary teams on a problem with a partner organization. Along with the guidance of faculty mentors and the teaching staff, students will engage in a project with outcomes ranging from policy memos and white papers to data visualizations and software. Possible projects suggested by partner organizations will be presented at an information session in early March. Following the infosession, a course application will open for teams to be selected before the start of Spring Quarter. Students may apply to a project with a partner organization or with a preformed team and their own idea to be reviewed for approval by the course staff. There will be one meeting per week for the full class and at least one weekly meeting with the project-based team mentors. Prerequisites: Appropriate preparation depends on the nature of the project proposed, and will be verified by the teaching staff based on your application.

In this course, we'll be focusing on different ways of seeking social justice, and explore whether it is possible or even desirable for students, lecturers and professors to focus their work on "fixing" the social ills of the world. We'll investigate ways your education and research can help effect social justice. The research, writing and presenting you do in this course can lay the groundwork for/contribute to social justice - on campus and/or off. For more information about PWR 2, see https://undergrad.stanford.edu/programs/pwr/courses/pwr-2. For course videos and full descriptions, see https://vcapwr-catalog.stanford.edu. Enrollment is handled by the PWR office. Prerequisite: PWR 1.

Want to help improve the health of mothers and young children in Bangladesh by creating picture books? This is your chance. (No artistic skills required.) You and your classmates will collaboratively create at least one original picture book designed to communicate information about child stimulation, nutrition, water sanitation, hygiene, the dangers of lead, and healthy ways of thinking. You¿ll study the genre of the picture book, explore the culture of Bangladesh, and consult with a team of Stanford-led researchers to create at least one picture book. You¿ll pitch story ideas, create storyboards and dummies, and revise and edit in light of feedback from the team in Bangladesh, as well as some of the mothers participating in the study.

Students develop advanced Spanish language proficiency through examination of issues surrounding current immigration and refugee crises. There will be class discussions of Central American contexts, international treaties, human rights, and U.S. immigration law. Class will include expert commentary from legal and mental health professionals, human rights specialists, migrants, and refugees. Legal, medical, and psychological implications of migration will be examined. Students should enroll in the companion course HUMRTS 108 to receive units for volunteer hours performed throughout the quarter, concurrent with class meetings and assignments. Service-learning opportunities will entail working directly with Spanish-speaking immigrant and asylum seekers in detention in the U.S. Due to COVID-19, all service-learning hours will be performed remotely. Taught entirely in Spanish. Cardinal Course (certified by Haas Center). Prerequisite: Prerequisite: completion of SPANLANG 13, 23B, or placement test equivalent to SPANLANG 100 or higher. SPANLANG 108SL is a requirement for HUMRTS 108.

Students will develop advanced Spanish language proficiency through the examination of various topics, including women's health, parent child relationships, mental health, and more. The class will include expert commentary from doctors, mental health professionals, human rights specialists, migrants, and campus workers. Medical, psychological, and social implications of migration will be examined. To fulfill service-learning requirements, and earn units for volunteer hours outside class time, students will enroll concurrently in the companion course HUMRTS 110. Service-learning opportunities will involve direct engagement with Spanish-speaking campus workers, focusing on basic topics related to women's health, healthy family relations, and self-care. Additionally, students may collaborate with the teaching team to coordinate with Stanford's maintenance & janitorial services, UG2, to negotiate schedules and develop partnerships. Taught entirely in Spanish. Cardinal Course (certified by Haas Center). Prerequisite: completion of SPANLANG 13, 23B, or placement test equivalent to SPANLANG 100 or higher.

Globally, more than 1 billion people rely on seafood, yet this source of vital nutrition is chronically neglected in discussions about the future of food systems. In 2021, the UN Food Systems Summit brought international attention to the potential of "blue foods," thanks in part to insights and evidence provided by the Stanford-led Blue Food Assessment. Now, the Indonesian Ministry of National Development Planning has asked Stanford to help them build blue foods into Indonesia's national development strategy. Indonesia is the 4th most populous country, home to 278 million people and the most marine biodiversity on the planet. Over the next 18 months, we will work with the Ministry, Indonesian researchers, and NGO partners to develop a Blue Food Assessment for Indonesia that can help policymakers realize the potential of blue foods to meet pressing food system priorities -- improving nutrition, food security, and livelihoods, both nationally and in rural communities. This Blue Foods Action Lab is the first of a series to help Indonesia implement a far-reaching national program that could transform its food system and could be used as a model for other countries. For Spring quarter the role of the students will be to evaluate successful programs implemented by other nations in the areas that align with client interests and build from the student progress on topics from the winter quarter (i.e., aquaculture, small scale fisheries, blue food tech and justice and inclusion). A report will be produced and shared with the Indonesian Ministry and our NGO partner. The practicum seeks graduate and well-qualified undergraduate students in such programs as earth systems, computer science, public policy, international policy, business, law, sociology, and marine biology. Policy client: Indonesian Ministry of National Development Planning. Graduate and professional students from law, environmental science and policy, marine sciences, food systems, and public policy are invited to apply. Elements used in grading: Attendance, Performance, Class Participation, Written Assignments, Final Paper. An application is required for acceptance into the course available at https://forms.gle/WzXQDpt9Wa6hy7j87 Application deadline: March 13, 2024. Cross-listed with Stanford Law School (LAW 809K).

Globally, more than 1 billion people rely on seafood, yet this source of vital nutrition is chronically neglected in discussions about the future of food systems. In 2021, the UN Food Systems Summit brought international attention to the potential of "blue foods," thanks in part to insights and evidence provided by the Stanford-led Blue Food Assessment. Now, the Indonesian Ministry of National Development Planning has asked Stanford to help them build blue foods into Indonesia's national development strategy. Indonesia is the 4th most populous country, home to 278 million people and the most marine biodiversity on the planet. Over the next 18 months, we will work with the Ministry, Indonesian researchers, and NGO partners to develop a Blue Food Assessment for Indonesia that can help policymakers realize the potential of blue foods to meet pressing food system priorities -- improving nutrition, food security, and livelihoods, both nationally and in rural communities. This Blue Foods Action Lab is the first of a series to help Indonesia implement a far-reaching national program that could transform its food system and could be used as a model for other countries. For Spring quarter the role of the students will be to evaluate successful programs implemented by other nations in the areas that align with client interests and build from the student progress on topics from the winter quarter (i.e., aquaculture, small scale fisheries, blue food tech and justice and inclusion). A report will be produced and shared with the Indonesian Ministry and our NGO partner. The practicum seeks graduate and well-qualified undergraduate students in such programs as earth systems, computer science, public policy, international policy, business, law, sociology, and marine biology. Policy client: Indonesian Ministry of National Development Planning. Graduate and professional students from law, environmental science and policy, marine sciences, food systems, and public policy are invited to apply. Elements used in grading: Attendance, Performance, Class Participation, Written Assignments, Final Paper. An application is required for acceptance into the course available at https://forms.gle/WzXQDpt9Wa6hy7j87 Application deadline: March 13, 2024. Cross-listed with Stanford Law School (LAW 809K).

This class uses the lens of performance, and particularly dance, to explore the aesthetic, cultural, historical, and legal issues in the lives of incarcerated youth. In the process students gain an understanding of incarceration and its cultural dimensions. Class readings and discussions foreground the legal and social contexts surrounding prisons in the U.S., Particular attention will be paid to the nexus of art, community, and social action, and how dance might be used to study the performing arts effects on self-construction, perception, experiences of embodiment, and social control for incarcerated teenagers. The class includes guest speakers who bring important perspectives on criminal justice including returned citizens, a juvenile justice attorney, a restorative conferencing facilitator and a dancer who teaches women in prison to be their own dance instructors.

This class will examine the history of San Francisco from Native American and colonial settlement through the present. Focus is on social, environmental, and political history, with the theme of power in the city. Topics include Native Americans, the Gold Rush, immigration and nativism, railroads and robber barons, earthquake and fire, progressive reform and unionism, gender, race and civil rights, sexuality and politics, counterculture, redevelopment and gentrification. Students write final project in collaboration with ShapingSF, a participatory community history project documenting and archiving overlooked stories and memories of San Francisco. (Cardinal Course certified by the Haas Center)