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41 - 50 of 235 results for: all courses

CHEM 23N: Seeing the Invisible (RAD 23N)

Seeing is believing! This seminar course will introduce breakthrough imaging technologies from super resolution fluorescence microscopes for imaging single molecules in living cells to tomography imaging for visualizing the happenings deep inside our bodies. You will learn about their applications in probing physiology, biology and biochemistry for biological research and medical diagnosis. You will have the opportunity to tour an imaging facility and perform hands-on laboratory imaging.
Terms: Spr | Units: 3 | UG Reqs: WAY-SMA
Instructors: Rao, J. (PI)

CHEM 29N: Chemistry in the Kitchen

This course examines the chemistry relevant to food and drink preparation, both in homes and in restaurants, which makes what we consume more pleasurable. Good cooking is more often considered an art rather than a science, but a small bit of understanding goes a long way to make the preparation and consumption of food and drink more enjoyable. The intention is to have demonstrations and tastings as a part of every class meeting. We will examine some rather familiar items in this course: eggs, dairy products, meats, breads, vegetables, pastries, and carbonated beverages. We shall playfully explore the chemistry that turns food into meals. A high-school chemistry background is assumed; bring to class a good appetite and a healthy curiosity.
Terms: Win | Units: 3 | UG Reqs: WAY-SMA
Instructors: Zare, R. (PI)

CHEMENG 65Q: Chemical Engineering for Sustainability

Do you want to make the world more sustainable? How will we address the tremendous challenges that climate change brings? How can we reduce carbon emissions and not have huge disruptions in society? This class is for anyone who wants to create sustainable alternatives to what we use every day: engineers, scientists, those in humanities and the arts. Everyone has a role to play in designing our future. We will learn how to make the world more sustainable by exploring the exciting new world of (chemical) engineering sustainability. We will discuss renewable diesel and jet fuels; synthetic meat; compostable plastics; building materials that save energy; direct capture of carbon from the air; biological pharmaceuticals; and advanced recycling operations. The class starts with a brief overview of the deep cuts in carbon emissions and other pollutants that will be needed. Then, we focus on how sustainable (chemical) engineering can provide a solution, visiting four companies who are changing more »
Do you want to make the world more sustainable? How will we address the tremendous challenges that climate change brings? How can we reduce carbon emissions and not have huge disruptions in society? This class is for anyone who wants to create sustainable alternatives to what we use every day: engineers, scientists, those in humanities and the arts. Everyone has a role to play in designing our future. We will learn how to make the world more sustainable by exploring the exciting new world of (chemical) engineering sustainability. We will discuss renewable diesel and jet fuels; synthetic meat; compostable plastics; building materials that save energy; direct capture of carbon from the air; biological pharmaceuticals; and advanced recycling operations. The class starts with a brief overview of the deep cuts in carbon emissions and other pollutants that will be needed. Then, we focus on how sustainable (chemical) engineering can provide a solution, visiting four companies who are changing the world. Students will leave the class with an appreciation of how sustainable (chemical) engineering can help address climate change's substantial challenges, and perhaps an internship with one of the companies we visit. High school chemistry (balancing a chemical equation) and high school physics (unit conversions) are recommended for this course.
Terms: Win | Units: 3 | UG Reqs: WAY-AQR
Instructors: Libicki, S. (PI)

CHEMENG 90Q: Dare to Care: Compassionate Design

Imagine yourself with your abundant creativity, intellect, and passion, but your ability to move or speak is diminished. How would you face the world, how would you thrive at Stanford, how would you relay to people your ideas and creations? How would you share yourself and your ideas with the world? There are more than 50 million individuals in America with at least one disability, and in the current world of design, these differences are often overlooked. How do we as designers empower people of diverse physical abilities and provide them with means of self-expression?In Compassionate Design, students from any prospective major are invited to explore the engineering design process by examining the needs of persons with disabilities. Through invited guests, students will have the opportunity to directly engage people with different types of disabilities as a foundation to design products that address problems of motion and mobility, vision, speech and hearing. For example, in class, st more »
Imagine yourself with your abundant creativity, intellect, and passion, but your ability to move or speak is diminished. How would you face the world, how would you thrive at Stanford, how would you relay to people your ideas and creations? How would you share yourself and your ideas with the world? There are more than 50 million individuals in America with at least one disability, and in the current world of design, these differences are often overlooked. How do we as designers empower people of diverse physical abilities and provide them with means of self-expression?In Compassionate Design, students from any prospective major are invited to explore the engineering design process by examining the needs of persons with disabilities. Through invited guests, students will have the opportunity to directly engage people with different types of disabilities as a foundation to design products that address problems of motion and mobility, vision, speech and hearing. For example, in class, students will interview people who are deaf, blind, have cerebral palsy, or other disabling conditions. Students will then be asked, using the design tools they have been exposed to as part of the seminar, to create a particular component or device that enhances the quality of life for that user or users with similar limitations.Presentation skills are taught and emphasized as students will convey their designs to the class and instructors. Students will complete this seminar with a compassionate view toward design for the disabled, they will acquire a set of design tools that they can use to empower themselves and others in whatever direction they choose to go, and they will have increased confidence and abilities in presenting in front of an audience.
Terms: Aut | Units: 3 | UG Reqs: WAY-EDP
Instructors: Moalli, J. (PI)

CHILATST 19N: The Immigrant Experience in Everyday Life (SOC 19N)

The seminar introduces students to major themes connected to the immigrant experience, including identity, education, assimilation, transnationalism, political membership, and intergroup relations. There will also be some attention given to research methodology. The seminar addresses these themes through reading ethnographies that document the everyday experience of immigrants and immigrant communities, broadly defined, in the United States. The course readings primarily come from more contemporary ethnographic research, but it will also include a sampling of ethnographies that examine the experience of previous waves of immigrants. Student participation will include in-class discussions of readings, short written responses to readings, and a final paper in which students draw on original ethnographic research that they conduct during the quarter. By the end of the quarter, students will be able to identify the social, political, and economic forces that shape the immigrant experience. More importantly, students will understand HOW these forces enter the immigrant experience in everyday life.
Terms: Win | Units: 3 | UG Reqs: WAY-EDP
Instructors: Jimenez, T. (PI)

CHINA 23N: Heroes and Heroism

The seminar examines concepts and models of heroism in three paradigmatic ancient traditions: China, Greece, and Rome. Our inquiry is guided by the following questions: What qualities and experiences define someone as a hero? If heroism is not all about excellence, brilliance and glory, what makes heroes exceptional and inspiring figures? How does courage relate to other virtues such as integrity, loyalty, fortitude, and self-sacrifice? Is heroism compatible with fear, shame, and humiliation? How do heroes become what they are, what role do education and imitation play? Is courage a gendered virtue? Does the ethical importance of heroism rest on the fact that heroes are typically confronted with extraordinary choices about life and death, honor and ignominy, freedom and suffering, and survival and immortality? Finally, how do different cultures shape and enrich our answers to the above questions?
Terms: Win | Units: 3 | UG Reqs: WAY-A-II, WAY-ER
Instructors: Zhou, Y. (PI)

CLASSICS 12N: Income and wealth inequality from the Stone Age to the present (HISTORY 12N)

Rising inequality is a defining feature of our time. How long has economic inequality existed, and when, how and why has the gap between haves and have-nots widened or narrowed over the course of history? This seminar takes a very long-term view of these questions. It is designed to help you appreciate dynamics and complexities that are often obscured by partisan controversies and short-term perspectives, and to provide solid historical background for a better understanding of a growing societal concern.
Terms: Spr | Units: 4 | UG Reqs: WAY-SI
Instructors: Scheidel, W. (PI)

CLASSICS 16N: Sappho: Erotic Poetess of Lesbos (FEMGEN 24N)

Preference to freshmen. Sappho's surviving fragments in English; traditions referring to or fantasizing about her disputed life. How her poetry and legend inspired women authors and male poets such as Swinburne, Baudelaire, and Pound. Paintings inspired by Sappho in ancient and modern times, and composers who put her poetry to music.
Terms: Win | Units: 3 | UG Reqs: GER:DB-Hum, GER:EC-Gender, WAY-CE, WAY-EDP
Instructors: Peponi, A. (PI)

CLASSICS 18N: The Artist in Ancient Greek Society (ARTHIST 100N)

Given the importance of art to all aspects of their lives, the Greeks had reason to respect their artists. Yet potters, painters and even sculptors possessed little social standing. Why did the Greeks value the work of craftsmen but not the men themselves? Why did Herodotus dismiss those who worked with their hands as "mechanics?" What prompted Homer to claim that "there is no greater glory for a man than what he achieves with his own hands," provided that he was throwing a discus and not a vase on a wheel? Painted pottery was essential to the religious and secular lives of the Greeks. Libations to the gods and to the dead required vessels from which to pour them. Economic prosperity depended on the export of wine and oil in durable clay containers. At home, depictions of gods and heroes on vases reinforced Greek values and helped parents to educate their children. Vases depicting Dionysian excess were produced for elite symposia, from which those who potted and painted them were exclu more »
Given the importance of art to all aspects of their lives, the Greeks had reason to respect their artists. Yet potters, painters and even sculptors possessed little social standing. Why did the Greeks value the work of craftsmen but not the men themselves? Why did Herodotus dismiss those who worked with their hands as "mechanics?" What prompted Homer to claim that "there is no greater glory for a man than what he achieves with his own hands," provided that he was throwing a discus and not a vase on a wheel? Painted pottery was essential to the religious and secular lives of the Greeks. Libations to the gods and to the dead required vessels from which to pour them. Economic prosperity depended on the export of wine and oil in durable clay containers. At home, depictions of gods and heroes on vases reinforced Greek values and helped parents to educate their children. Vases depicting Dionysian excess were produced for elite symposia, from which those who potted and painted them were excluded. Sculptors were less lowly but still regarded as "mechanics," with soft bodies and soft minds (Xenophon), "indifferent to higher things" (Plutarch). The seminar addresses such issues as we work to acknowledge our own privilege and biases. Students will read and discuss texts, write response papers and present slide lectures on aspects of the artist's profession.
Terms: Spr | Units: 3 | UG Reqs: WAY-A-II, GER:DB-Hum
Instructors: Maxmin, J. (PI)

CLASSICS 20N: Technologies of Civilization: Writing, Number and Money

The technological keys to the growth of civilization that enabled the creation of complex societies and enhanced human cognition. The role of cognition in shaping history and the role of history in shaping cognition. Global perspective, emphasizing the Western tradition and its ancient Greek roots.
Terms: Spr | Units: 3-4 | UG Reqs: GER:DB-Hum, WAY-SI
Instructors: Netz, R. (PI)
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