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11 - 20 of 52 results for: EARTHSYS ; Currently searching spring courses. You can expand your search to include all quarters

EARTHSYS 109: Rethinking Meat: An Introduction to Alternative Proteins (EARTHSYS 209, ESS 103, ESS 203, ETHICSOC 107)

How do we feed a growing population in the face of climate change? Will Impossible Burgers become the new norm? Are you curious to learn about a frontier in bio- and chemical-engineering? Are you passionate about animal rights, human health, and sustainable agriculture? Learn about the environmental, ethical, and economic drivers behind the market for meat replacements. We'll take a deep dive into the science and technology used to develop emerging plant, fermentation and cell-based meat alternatives and explore the political challenges and behavioral adaptation needed to decrease meat consumption. Hear from entrepreneurs, researchers, and innovative startups developing sustainable and marketable alternative proteins through weekly guest lectures from industry leaders.
Terms: Spr | Units: 1-2

EARTHSYS 113: Earthquakes and Volcanoes (GEOPHYS 90)

Is the "Big One" overdue in California? What kind of damage would that cause? What can we do to reduce the impact of such hazards in urban environments? Does "fracking" cause earthquakes and are we at risk? Is the United States vulnerable to a giant tsunami? The geologic record contains evidence of volcanic super eruptions throughout Earth's history. What causes these gigantic explosive eruptions, and can they be predicted in the future? This course will address these and related issues. For non-majors and potential Earth scientists. No prerequisites. More information at: https://stanford.box.com/s/zr8ar28efmuo5wtlj6gj2jbxle76r4lu
Terms: Spr | Units: 3 | UG Reqs: WAY-SMA, GER:DB-EngrAppSci, WAY-AQR
Instructors: Beroza, G. (PI)

EARTHSYS 114: Global Change and Emerging Infectious Disease (EARTHSYS 214, ESS 213, HUMBIO 114)

The changing epidemiological environment. How human-induced environmental changes, such as global warming, deforestation and land-use conversion, urbanization, international commerce, and human migration, are altering the ecology of infectious disease transmission, and promoting their re-emergence as a global public health threat. Case studies of malaria, cholera, hantavirus, plague, and HIV.
Terms: Spr | Units: 3 | UG Reqs: GER:DB-SocSci, WAY-SMA, WAY-AQR
Instructors: Jones, J. (PI)

EARTHSYS 123: Tribal Food Sovereignty (NATIVEAM 123)

Connections: Tribal Food Systems and Indigenous Food Sovereignty¿ will explore Indigenous food systems and implications on land, environment, community and Individual health of Indigenous peoples of North America, pre-contact to present, Indigenous responses to western colonial models of eating and living, challenges to Indigenous food sovereignty initiatives and implications for 'present' understandings of food, food production, and relationships with collective resources such as water, land, and people. Students will be exposed to Indigenous food sovereignty advocates, protectors, and thinkers, as well as, hands on activities along with practical grant writing skills.
Terms: Spr | Units: 3
Instructors: Briones, V. (PI)

EARTHSYS 125: Shades of Green: Exploring and Expanding Environmental Justice in Practice (CSRE 125E, EARTHSYS 225, URBANST 125)

Historically, discussions of race, ethnicity, culture, and equity in the environment have been shaped by a limited view of the environmental justice movement, often centered on urban environmental threats and separated from other types of environmental and climate advocacy. This course will seek to expand on these discussions by exploring topics such as access to outdoor spaces, definitions of wilderness, inclusion in environmental organizations, gender and the outdoors, the influence of colonialism on ways of knowing, food justice and ethics, and the future of climate change policy. The course will also involve a community partnership project. In small groups students will work with an environmental organization to problem-solve around issues of equity, representation, and access. We value a diversity of experiences and epistemologies and welcome undergraduates from all disciplines. Since this is a practical course, there will be a strong emphasis on participation and commitment to community partnerships. This course requires instructor approval, please submit an application by March 5th at midnight. Application available at https://forms.gle/2kRJFRyfwopWcBeT9
Terms: Spr | Units: 3-4 | UG Reqs: WAY-EDP

EARTHSYS 131: Pathways in Sustainability Careers

Interactive, seminar-style sessions expose students to diverse career pathways in sustainability. Professionals from a variety of careers discuss their work, their career development and decision-points in their career pathways, as well as life style aspects of their choices.
Terms: Win, Spr | Units: 1

EARTHSYS 134: Environmental Justice: Reflection

The EJ reflection class is intended to provide a supported learning space for students who are in the Earth Systems Program Environmental Justice Minor. We will review basic Environmental Justice (EJ) concepts, such as historical underpinnings of EJ problems and movements, principles of EJ guiding social movements and research practice, how to engage in one's own positionality relative to environmental justice, and best practices for EJ communication that centers voices. agency, and leadership of Black, Indigenous, Latinx, Asian and Asia Pacific Islander communities, and other groups historically made marginalized. Students in the minor will also share out project learnings to date, and support one another in refining EJ capstone and/or requirements for the Cardinal Service Notation. We will also host guest sessions to speak to student interests, possible to include trainings, professional development goals.
Terms: Spr | Units: 2

EARTHSYS 135: Challenging the Status Quo: Social Entrepreneurs, Democracy, Development and Environmental Justice (AFRICAST 142, AFRICAST 242, CSRE 142C, INTNLREL 142, URBANST 135)

This community-engaged learning class is part of a broader collaboration between the Program on Social Entrepreneurship at the Haas Center for Public Service, Distinguished Visitors Program and the Doerr School of Sustainability, using practice to better inform theory about how innovation can help address society's biggest challenges with a particular focus on environmental justice, sustainability and climate resilience for frontline and marginalized communities who have or will experience environmental harms. Working with the instructor and the 2024 Distinguished Visitors ? Angela McKee-Brown, founder and CEO of Project Reflect; Jason Su, executive director of the Guadalupe River Park Conservancy; Cecilia Taylor, founder, executive director, and CEO of Belle Haven Action; and Violet Wulf-Saena, founder and executive director of Climate Resilient Communities ? students will use case studies of successful and failed social change strategies to explore relationships between social entrep more »
This community-engaged learning class is part of a broader collaboration between the Program on Social Entrepreneurship at the Haas Center for Public Service, Distinguished Visitors Program and the Doerr School of Sustainability, using practice to better inform theory about how innovation can help address society's biggest challenges with a particular focus on environmental justice, sustainability and climate resilience for frontline and marginalized communities who have or will experience environmental harms. Working with the instructor and the 2024 Distinguished Visitors ? Angela McKee-Brown, founder and CEO of Project Reflect; Jason Su, executive director of the Guadalupe River Park Conservancy; Cecilia Taylor, founder, executive director, and CEO of Belle Haven Action; and Violet Wulf-Saena, founder and executive director of Climate Resilient Communities ? students will use case studies of successful and failed social change strategies to explore relationships between social entrepreneurship, race, systemic inequities, democracy and justice. This course interrogates approaches like design theory, measuring impact, fundraising, leadership, storytelling, and policy advocacy with the Distinguished Visitors providing practical examples from their work on how this theory plays out in practice. This is a community-engaged learning class in which students will learn by working on projects that support the social entrepreneurs' efforts to promote social change. Students should register for either 3 OR 5 units only. Students enrolled in the full 5 units will have a service-learning component along with the course. Students enrolled for 3 units will not complete the service-learning component. Limited enrollment. Attendance at the first class is mandatory in order to participate in service learning. Graduate and undergraduate students may enroll.
Terms: Spr | Units: 3-5 | UG Reqs: WAY-SI
Instructors: Janus, K. (PI)

EARTHSYS 139A: Designing Regenerative Societies (STS 139)

The world is changing in contradictory ways. Emerging technology, the evolving geopolitical economy, and ecological challenges present opportunities but also cascading risks. The pathway from our current destructive and extractive economy towards a more regenerative economy is unclear. There is a stark tension between gigascale opportunities such as AI, fusion energy, nanotech, quantum tech, space colonization, and biomanufacturing on the one hand, and degrowth necessities such as rethinking growth and using less resources on the other. This tension is steeped in political choices constrained by industrial power dynamics and conditioned by inequality. To what extent do visions and incentives align across industry, government, and social movements? What would the choice to scale or descale entail in each case - and are they mutually exclusive? The course introduces empirically driven systems thinking with in-depth modules on both emerging tech and degrowth, and scenario-based tech fores more »
The world is changing in contradictory ways. Emerging technology, the evolving geopolitical economy, and ecological challenges present opportunities but also cascading risks. The pathway from our current destructive and extractive economy towards a more regenerative economy is unclear. There is a stark tension between gigascale opportunities such as AI, fusion energy, nanotech, quantum tech, space colonization, and biomanufacturing on the one hand, and degrowth necessities such as rethinking growth and using less resources on the other. This tension is steeped in political choices constrained by industrial power dynamics and conditioned by inequality. To what extent do visions and incentives align across industry, government, and social movements? What would the choice to scale or descale entail in each case - and are they mutually exclusive? The course introduces empirically driven systems thinking with in-depth modules on both emerging tech and degrowth, and scenario-based tech foresight. We combine the tools of technology foresight, gaming, scenarios, speculative fiction, and worldbuilding, exploring and assessing utopian or dystopian trends, visions, and projects (e.g. the Eden project, biomanufacturing at scale, smart cities, the Metaverse, generation spaceships, space colonization, human longevity, mega-disruptive startups, global health governance, radical longtermism, and religious `heavens'). The goal of the course is to gain clarity on the innovation boundaries within which the next 50 years might develop. The course prepares students to become disruptors of governance principles, strategies, and leadership of corporations, philanthropies, economies, and civilizations.
Terms: Spr | Units: 3-4
Instructors: Undheim, T. (PI)

EARTHSYS 142: Remote Sensing of Land (EARTHSYS 242, ESS 162, ESS 262)

The use of satellite remote sensing to monitor land use and land cover, with emphasis on terrestrial changes. Topics include pre-processing data, biophysical properties of vegetation observable by satellite, accuracy assessment of maps derived from remote sensing, and methodologies to detect changes such as urbanization, deforestation, vegetation health, and wildfires.
Terms: Spr | Units: 3 | UG Reqs: WAY-AQR
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