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GSBGEN 336: Energy Markets and Policy

This is a course on how energy and environmental markets work, and the regulatory mechanisms that have been and can be used to achieve desired policy goals. The course uses a electricity market game as a central teaching tool. In the game, students play the role of electricity generators and retailers in order to gain an understanding of how market rules (including environmental regulations and renewable energy mandates) affect the business strategy of market participants - and in turn economic and environmental outcomes.nnThe goal of the course is to provide students with both theoretical and hands-on understanding of important energy and environmental market concepts that are critical to market functioning but not always widely appreciated. Concepts covered include: 1) regulated price-setting versus price-setting through market mechanisms, 2) BTU arbitragenin input energy choices, 3) uniform price vs. pay-as-bid auctions, 4) the ability and incentive to exercise unilateral market power, 5) unilateral versus coordinated exercise of market power, 6) transmission congestion, 7) forward contracts and their effect on market functioning, 8) dynamic pricing of electricity and active involvement of final demand, 9) the nature of energy reserves, 10) carbon pricing mechanisms including taxes and cap-and trade systems, 11) renewable portfolio standards and other renewable energy incentives, 12) determination of levelized cost of energy (LCOE) and its impact on new capacity investment decisions, and 13) interactions between environmental mechanisms and regulations. We will also discuss the key features of the markets for major sources of energy such as oil, natural gas, coal, nuclear, solar, wind, and biomass.nnThe course is useful background for private sector roles in energy production, research, management, trading, investment, and government and regulatory affairs; government positions in policymaking and regulation; research and policy functions in academia, think tanks, or consultancies; and non-profit advocacy roles related to energy and the environment.
Units: 3 | Grading: GSB Student Option LTR/PF

SOC 381: Sociological Methodology I: Introduction

Enrollment limited to first-year Sociology doctoral students. Other students by instructor permission only. Basic math and statistics. Types of variables, how to recode and transform variables, and how to manage different types of data sets. How to use and think about weights. Introduction to statistical packages and programming. Introduction to multiple regression, and introduction to the interpretation of regression results. *Students enrolling in Soc381 are strongly encouraged to take a 1-week Math/Statistics refresher course from September 15th to September 22nd. Please contact the instructor at torche@stanford.edu for details. *In addition to the lecture time, SOC381 includes a Discussion Section on Fridays 9:30am - 11:20am.
Terms: Aut | Units: 5 | Grading: Letter (ABCD/NP)
Instructors: ; Torche, F. (PI)

THINK 11: Bioethical Challenges of New Technology

How might we apply ideas from ethical theory to contemporary issues and debates in biotechnology? This course will provide critical encounters with some of the central topics in the field of bioethics, with an emphasis on new technologies. Controversies over genetic engineering, stem cell research, reproductive technologies, and genetic testing will provide an opportunity for you to critically assess arguments and evidence. We will begin with an overview of the field and the theoretical approaches to bioethics that have been derived from philosophy. You will then have the opportunity to engage in debate and learn how to identify underlying values and how to apply ideas from ethical theory to contemporary problems.
Terms: not given this year | Units: 4 | UG Reqs: THINK, WAY-ER | Grading: Letter (ABCD/NP)

THINK 26: How Do You Build a Nation? Inclusion and Exclusion in the Making of Modern Iran

Why were minority religious groups excluded from the majority's vision of a Shi'i Iranian nation? How and when were women included as citizens of a new Iran? nnIn this course, specific attention will be paid to key events of the 20th century that shaped modern Iran: the Constitutional Revolution (1905-11), the 1953 coup, the White Revolution (1963), the Islamic Revolution (1978-79), the Iran-Iraq War (1980-1988), and the post-revolutionary period in general. Through a close reading of key poems, short stories, and films created in this period, this course will identify major inclusionary and exclusionary forces in the process of nation-building in 20th-century Iran. Specific attention will be paid to issues of ethnicity, religion, and gender. In addition to reading texts (poetry and prose) and watching films, students will be called on to present critiques of these literary and cinematic products in the form of brief oral presentations and short writing assignments. The final project will involve interviewing Iranian expatriates on issues covered in the lectures. Students will work in small groups to produce short videos of these interpersonal encounters.
Terms: not given this year | Units: 4 | UG Reqs: THINK | Grading: Letter (ABCD/NP)
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