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211 - 220 of 242 results for: all courses

PSYC 81Q: Fate of Orphans and Vulnerable Children in Sub Saharan Africa

The complicated forces,shaped by geopolitcal history and current events, that frame all social programs, the care of orphans in the context of the AIDS pandemic in particular; history of the care of orphans; developmental effects of deprivation of care and nurturing. Guest speakers.
Terms: Win | Units: 2

PSYCH 8N: The New Longevity

Adult development from the perspective of life-span theory -- a conceptual framework that views development as a series of adaptations to physical, societal and individual resources and constraints. Students will learn about demographic and medical changes, ways that individuals typically change socially, emotionally and cognitively as they move through adulthood. An understanding of the conceptual foundations of the life-span approach and place aging of young people today in historical context.
Terms: Spr | Units: 3 | UG Reqs: GER:DB-SocSci, WAY-SI

PSYCH 12N: Self Theories

Preference to freshmen. The impact of people's belief in a growing versus fixed self on their motivation and performance in school, business, sports, and relationships. How such theories develop and can be changed.
Terms: Aut | Units: 3 | UG Reqs: GER:DB-SocSci, WAY-SI

PSYCH 16N: Amines and Affect

Preference to freshmen. How serotonin, dopamine, and norepinephrine influence people's emotional lives. This course is ideal for students that would like to get deeper exposure to cutting edge concepts and methods at the intersection of psychology and biology, and who plan to apply their knowledge to future research.
Terms: Win | Units: 3 | UG Reqs: GER:DB-SocSci, WAY-SI, WAY-SMA
Instructors: Knutson, B. (PI)

PSYCH 26N: Language Acquisition: Exploring the Minds of Children

Language is an extraordinary competence distinguishing humans from other species, yet there is debate about the role of biology in guiding language acquisition. Does language development follow an innate ¿bioprogram¿ or does it build on more general cognitive abilities, influenced by early experience? Topics include biological and experiential influences on the emergence of linguistic ability as children learn a first language. Discussions of theory and research, visits to Stanford laboratories and observations of very young language learners.
Terms: Win | Units: 3 | UG Reqs: WAY-SI
Instructors: Fernald, A. (PI)

PSYCH 29N: Growing Up in America (ENGLISH 64N)

Preference to freshmen. To what extent is it possible to describe an "American" experience? How are different people included in or excluded from the imagined community that is America? How do a person's race, class, gender and sexuality affect his or her experience of belonging to this country? These are just some of the questions we will consider as we familiarize ourselves with the great diversity of childhood and young adult experiences of people who have grown up in America. We will read and discuss narratives written by men and women, by urban, suburban, and rural Americans, and by Asian Americans, African Americans, Native Americans, Latina/os, and European Americans.
Terms: Win | Units: 3 | UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II, WAY-SI

PUBLPOL 55N: Public Policy and Personal Finance (ECON 25N)

The seminar will provide an introduction and discussion of the impact of public policy on personal finance. Voters regularly rate the economy as one of the most important factors shaping their political views and most of those opinions are focused on their individual bottom lines. In this course we will discuss the rationale for different public policies and how they affect personal financial situations. We will explore personal finance issues such as taxes, loans, charity, insurance, and pensions. Using the context of (hypothetical) personal finance positions, we will discuss the public policy implications of various proposals and how they affect different groups of people, for example: the implications of differential tax rates for different types of income, the promotion of home ownership in the U.S., and policies to care for our aging population. While economic policy will be the focus of much of the course, we will also examine some of the implications of social policies on personal finance as well. There will be weekly readings and several short policy-related writing assignments.
Terms: Aut | Units: 3 | UG Reqs: WAY-SI
Instructors: Rosston, G. (PI)

RELIGST 13Q: Mystical Journeys: Beyond Knowing and Reason

What makes a mystic a mystic? This question has many sides. Why do we call someone a mystic? Is there such a thing as mystical experience? Do experiences make a mystic? Do beliefs? Practices? Many religious traditions have records of visionaries whose lives and writings open windows on the more hidden and aspirational aspects of belief and practice. These writings also take many forms: poem, letters, teachings, and accounts of visions, which we will encounter in the course of the quarter. Readings for the course will cover a cross-section of texts taken from Christian, Jewish, Muslim, Buddhist, and Native American sources.
Terms: Win | Units: 3 | UG Reqs: GER:DB-Hum, WAY-A-II, WAY-EDP, Writing 2
Instructors: Gelber, H. (PI)

RELIGST 14N: Demons, Death, and the Damned: The 'Other' and the Otherwordly in America

This course will examine how beliefs about the "other world" actually shape and are shaped by Americans' this-worldly actions and interactions (i.e. in the demonization of the "other," whether defined religiously, racially, ethnically, or in gendered terms). Students will ask how ideas about demons and death, heaven and hell have reflected the concerns, values, and identities of Americans over time. Students will learn how to read primary sources against secondary literature.
Terms: Aut | Units: 3 | UG Reqs: GER:DB-Hum
Instructors: Lum, K. (PI)

RELIGST 17N: Love, Power, and Justice: Ethics in Christian Perspective

From its inception, the Christian faith has, like all religions, implied an ethos as well as a worldview, a morality and way of life as well as a system of beliefs, an ethics as well as a metaphysics. Throughout history, Christian thinkers have offered reasoned accounts of the moral values, principles, and virtues that ought to animate the adherents of what eventually became the world's largest religion. We will explore a variety of controversial issues, theological orientations, and types of ethical reasoning in the Christian tradition, treating the latter as one 'comprehensive doctrine' (John Rawls) among many; a normative framework (actually a variety of contested religious premises, moral teachings, and philosophical arguments) formally on par with the religious ethics of other major faiths as well as with the various secular moral theories typically discussed in the modern university. We will learn to interpret, reconstruct, criticize, and think intelligently about the coherence and persuasiveness of moral arguments offered by a diverse handful of this religious tradition's best thinkers and critics, past and present.
Terms: Spr | Units: 3 | UG Reqs: GER:DB-Hum, WAY-A-II, WAY-ER
Instructors: Sockness, B. (PI)
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