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831 - 840 of 871 results for: all courses

THINK 22: Who Owns the Past? Archaeology, Heritage and Global Conflicts

Who owns the past? Is cultural heritage a universal right?nnThis course interrogates the relationship between the past and the present through archaeology. Increasingly, heritage sites are flash points in cultural, economic, and religious conflicts around the globe. Clearly history matters ¿ but how do certain histories come to matter in particular ways, and to whom? Through close study of important archaeological sites, you will learn to analyze landscapes, architecture, and objects, as well as reflect on the scholarly and public debates about history and heritage around the world. Far from being a neutral scholarly exercise, archaeology is embedded in the heated debates about heritage and present-day conflicts.
Terms: not given this year | Units: 4 | UG Reqs: THINK, WAY-ED, WAY-SI | Grading: Letter (ABCD/NP)

THINK 29: Networks: Ecological, Revolutionary, Digital

Why is the word network used to describe the behavior of computers, ants, and people? Do all these networks share certain properties? What might we learn by comparing them?nnWe like to think of social networks as a contemporary phenomenon. But before Facebook, individuals organized themselves in social networks; before Twitter, revolutionaries used media to communicate and coordinate their messages. In fact, even animal societies are networked. Through project-based exercises, you will learn to study, analyze, and write about networks from the perspectives of a biologist, a computer scientist, and a historian. We will retrace social networks in the 18th and 21st centuries, observe the organization of animal networks, and investigate the structure of online networks. Our goal is to use the concept of the network to deepen our understanding of the natural world, historical change, and our own social lives.
Terms: not given this year | Units: 4 | UG Reqs: THINK, WAY-SI | Grading: Letter (ABCD/NP)

THINK 42: Thinking Through Africa: Perspectives on Health, Wealth, and Well-Being

What is human well-being? How do we define it? How do we measure it? What do we mean when we talk about certain parts of the world as "developed" and others as "underdeveloped" or "developing"? How do improvements in human well-being come about? What happens when some people become much better off and others do not? In this course, we will use African experiences, past and present, to think critically and reflectively about concepts whose meaning we all too often take for granted: not only well-being and development, but also wealth and health, equality and inequality. Using the tools and techniques of four different disciplines -- history, anthropology, public health, and engineering -- we will tackle essential questions about the meaning of well-being and the indices by which we measure it, the role of politics in the development process, the importance of historical and cultural contexts, and the sometimes unanticipated challenges that individuals, institutions, and societies face when they seek to promote development and improve human well-being.
Terms: not given this year | Units: 4 | UG Reqs: THINK, WAY-ED, WAY-SI | Grading: Letter (ABCD/NP)

THINK 44: Belief

Why do people believe in God? What does it mean for people to experience the supernatural? How do we understand belief in God? How do people convey experiences that are by definition extra-ordinary to others? In this course we ask the big (and unanswerable) question why people believe in God. Some scholars argue that belief results from direct experience, such as visions or moments of transcendence, that testify to God's existence. Others suggest that belief in the supernatural is better explained by the way the human mind has evolved or people's experience of the social world. In this class, we will pair medieval literature on Christian mysticism and magic with readings from modern psychology and anthropology. We will look at the dominant answers provided by each discipline. For example, belief might result from our sensory experience of the world, or it might have developed as part of our cognitive apparatus in response to fear. Our aim is to show how different disciplines can work together to cast light on a basic question of human existence.
Terms: not given this year | Units: 4 | UG Reqs: THINK, WAY-A-II, WAY-SI | Grading: Letter (ABCD/NP)

THINK 46: Why So Few? Gender Diversity and Leadership

Why there are so few women leaders and what is the cost to society for women's underrepresentation in positions of power? How can organizations and individuals increase women's leadership and be more inclusive of the diverse people that make up our society? Women make up half the population and have earned more than half of all the undergraduate degrees in the U.S. since the early 1980s; yet women comprise only 17% of US Congress, 4% of Fortune 500 CEOs, 16% of the board of directors of major corporations, 22% of tenured faculty at Stanford, and less than a fifth of law firm partners. For women of color, these numbers are considerably lower. Yet, research shows that gender diversity increases the creativity and innovation of groups. In this course, we will directly address the questions of why there are so few women leaders and what can be done, at an organizational and individual level, to increase their representation. Using the lens of sociology, we will think critically about leade more »
Why there are so few women leaders and what is the cost to society for women's underrepresentation in positions of power? How can organizations and individuals increase women's leadership and be more inclusive of the diverse people that make up our society? Women make up half the population and have earned more than half of all the undergraduate degrees in the U.S. since the early 1980s; yet women comprise only 17% of US Congress, 4% of Fortune 500 CEOs, 16% of the board of directors of major corporations, 22% of tenured faculty at Stanford, and less than a fifth of law firm partners. For women of color, these numbers are considerably lower. Yet, research shows that gender diversity increases the creativity and innovation of groups. In this course, we will directly address the questions of why there are so few women leaders and what can be done, at an organizational and individual level, to increase their representation. Using the lens of sociology, we will think critically about leadership, influence, power, status, gender stereotypes, mentorship, and negotiation. Once we understand the mechanisms underpinning the lack of women leaders, we will discuss and critique potential interventions. A unique aspect of this course will be to apply some of the scholarly research on gender and leadership to our lives outside the classroom. We will be using modules based on those used in businesses schools and corporate executive training. Students will develop practical, real-world skills to increase their own leadership capacities by working on projects and taking part in interactive sessions on negotiation and team dynamics.
Terms: not given this year | Units: 4 | UG Reqs: THINK, WAY-ED, WAY-SI | Grading: Letter (ABCD/NP)

THINK 47: Inventing Government: Ancient and Modern

How might the study of the successes and failures of democratic and republican government in ancient Greece and Rome help us to fix what is broken in our own political systems? Democracy and republic are ancient names for revolutionary approaches to government of, by, and for citizens. Today, almost every state proclaims itself to be a democracy, a republic -- or both. Democratic and republican revolutions transformed ancient Greece and Rome - and later transformed the modern world. We explore how political thinkers, from Machiavelli to Madison and Mill, used the lessons of ancient politics to design bold new systems of government. Ancient politics may still hold lessons for us. We analyze what is broken in modern government (corruption, polarization, gridlock), how it broke, and how the tool kit of ancient political history might help us to analyze and repair the damage.
Terms: Spr | Units: 4 | UG Reqs: THINK, WAY-ER, WAY-SI | Grading: Letter (ABCD/NP)

THINK 51: The Spirit of Democracy

This course provides an overview of the challenges and aspirations facing ideals of democracy. It deals both with competing visions of what democracy might be, and their actual realization not only in the US but around the world. It will begin with the debate over the American founding and move eventually to the ¿third wave¿ of democratization around the world in the late 20th century as well as its more recent retrenchment. The problems of democratic reform are continuing and recurrent around the world. Democratic institutions are subject to a living dialogue and we intend to engage the students in these debates¿at the level of democratic theory and at the level of specific institutional designs.
Terms: Aut | Units: 4 | UG Reqs: THINK, WAY-SI | Grading: Letter (ABCD/NP)

THINK 53: Food Talks: The Language of Food

In this course, we examine how the ways we talk about food offers us a window into history, psychology, culture and economics. We ask students to think critically about language and taste as well as explore the hidden meanings and influence of the language that surrounds us. Students will analyze the language of food through menus, recipes, Yelp reviews, TV food shows, as well as the history and etymology of food words. Some of our examples will be drawn from East Asian food and culture in addition to, and as a point of contrast with, foods and cultures that may be more familiar to students.
Terms: not given this year | Units: 4 | UG Reqs: THINK, WAY-A-II, WAY-SI | Grading: Letter (ABCD/NP)

THINK 54: 100,000 Years of War

If you had been born 10,000 years ago, the chance that someone would kill you was more than 1 in 10, but if you were born in the twentieth century AD it was more like 1 in 100, despite that century¿s world wars, genocides, and nuclear weapons. In the 2010s, it is just 1 in 150. This course tries to explain this astonishing shift away from violence. We will look at the history of war from the Stone Age to the robot age, including the conflicts of the 2010s; and we will draw on everything from anthropology and archaeology to biology and psychology, as we try to answer one of the biggest questions of all: will there ever be a world without war? Students learn how to approach a big, complex, and often very politicized question in an analytical manner.
Terms: Spr | Units: 4 | UG Reqs: THINK, WAY-SI | Grading: Letter (ABCD/NP)

THINK 62: The Cause is Uncertain

While virtually every death certificate lists a cause of death, what actually caused that death to occur is an unexpectedly more complex question. This course will focus specifically on causality claims about health and interrogate the methods used to support such claims. At the same time, by focusing on causality claims about health issues¿from cholera to breast cancer and AIDS--the course asks how we might come to useful causal knowledge in the absence of being able to perform those manipulations that have been the hallmark of experimental science.
Terms: Win | Units: 4 | UG Reqs: WAY-SI | Grading: Letter (ABCD/NP)
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