2013-2014 2014-2015 2015-2016 2016-2017 2017-2018
Browse
by subject...
    Schedule
view...
 

1 - 10 of 55 results for: INTNLREL

INTNLREL 12: The Human Rights Fad? International Human Rights Advocacy and the Ethics of Humanitarianism

This 1-unit Alternative Spring Break course and trip will explore the world of international human rights advocacy, and the ethics of humanitarianism in the 21st Century. The course will examine the history of human rights and the international system that has been created to promote them. By looking at case studies of historical and current human rights violations, specifically those associated with mass atrocities, we hope to develop our understanding of thennterm human rights and how it is applied in our world today. We will critically analyze the strategies employed by governments and NGOs to address these crimes committed against humanity.
Terms: not given this year | Units: 1 | Grading: Satisfactory/No Credit

INTNLREL 13: Not For Sale: Human Trafficking in the Bay Area

When we hear the phrase, "human trafficking", we usually envision brothels in India or red light districts in Nepal. Yet, trafficking is a worldwide phenomenon that is occurring right in our backyard, from the massage parlors of San Francisco to the small night clubs of Gilroy. Throughout our course and trip, we will shed light on the impact of trafficking in our daily lives, and why this billion dollar industry is occurring right here in the Bay Area. We will examine trafficking as an intersection of issues, and how topics such as gender, politics, immigration, and, even, economics fuel this dangerous industry. Through arming ourselves with awareness, we, as students, can equip ourselves with knowledge to identify and fight trafficking in our own community.
Terms: not given this year | Units: 1 | Grading: Satisfactory/No Credit

INTNLREL 40N: World War 1: Ongoing and New Controversies

This seminar will examine controversies surrounding World War 1. Was Britain¿s decision to enter the war, ¿the biggest error in modern history?¿ Was Germany responsible for the war? Did the German army commit mass atrocities as was alleged by British propaganda? By studying the arguments and evidence that undergird the controversies, we hope to understand why many older controversies have defied resolution, how new evidence and interpretations may shed light on them, and why new controversies continue to arise.
Terms: not given this year | Units: 3 | Grading: Letter (ABCD/NP)

INTNLREL 60Q: United Nations Peacekeeping

Focus is on an examination of United Nations peacekeeping, from its inception in 1956 in the wake of the Suez Crisis, to its increasingly important role as an enforcer of political stability in sub-Saharan Africa. Examines the practice of "classic" peacekeeping as it developed during the Cold War, the rise and fall of "second-generation" peacekeeping, and the reemergence of a muscular form of peacekeeping in sub-Saharan Africa more recently. Topics include the basic history of the United Nations since 1945, he fundamentals of the United Nations Charter, and the historical trajectory of U.N. peaeckeeping and the evolving arguments of its proponents and critics over the years.
Terms: Win | Units: 3 | UG Reqs: WAY-ED | Grading: Letter (ABCD/NP)

INTNLREL 61Q: Food and security (EARTHSYS 61Q, ESS 61Q)

The course will provide a broad overview of key policy issues concerning agricultural development and food security, and will assess how global governance is addressing the problem of food security. At the same time the course will provide an overview of the field of international security, and examine how governments and international institutions are beginning to include food in discussions of security.
Terms: Aut | Units: 3 | Grading: Letter or Credit/No Credit

INTNLREL 62Q: Truth Commissions and War Crimes Tribunals in Germany, South Africa, Bosnia, Rwanda, and elsewhere

Imagine you lived in a country in which a delusional dictator imprisons untold masses of citizens in labor camps, tortures them, and slaughters millions of them. Imagine you lived in a country, in which the ruling and unelected elite holds on to power by intimidating its citizens by pervasive secret reporting, sending many of them to prison. Imagine you lived in a country, in which one ethnic group slaughters the other. Imagine you lived in a country in which a racial white minority terrorizes and discriminates against a huge majority of black population. Imagine you lived in a country in which members of one group engage in an €"ethnic cleansing" of their old neighbors.nNow imagine something else: some big political change comes to each of these societies, and the oppressors lose their power and fall into disgrace. Now the previously oppressed engage in a deliberation what to do with their former oppressors. For the most part it is not a question of a brutal revenge by the former victims, but a legitimate and democratically authorized process.nWelcome to the questions of transitional justice. The scenarios mentioned above are real ones: Cambodia, Germany, Rwanda, South Africa, and Bosnia. All of them happened in the last few decades.nIn this course we will explore different paths these societies chose to come to terms with past injustices. Each path was devised and decided in a complex public and political debate.nWe will discuss these and other cases of specific injustices, and the subsequent means to achieve a new start for the country. We will reflect on whether its citizens gained a sense of fairness and hope for a better future, and what it means to come to terms with the past.
Terms: Win | Units: 3 | UG Reqs: WAY-ER, WAY-SI | Grading: Letter (ABCD/NP)
Instructors: Lutomski, P. (PI)

INTNLREL 71Q: Aesthetics of Dissent: the Case of Islamic Iran (COMPLIT 40Q)

Censorship, Borges tells us, is the mother of metaphors. The Islamic regime in Iran censors all aethetic production in the country. But Iranian dissident artists, from film-makers and fiction writers to composers in a thriving under-ground musical scene, have cleverly found ways to fight these draconian measures. They have developed an impressive body of work that is as sophisticated in style as it is rich in its discourse of democracy and dissent. The purpose of the seminar is to understand the aesthetic tropes of dissent in Iran, and the social and theological roots of rules of censorship. Masterpieces of post-revolutionary film, fiction, and music will be discussed in the context of tumultuous history of dissent in Islamic Iran.
Terms: Aut | Units: 2-3 | Grading: Letter or Credit/No Credit
Instructors: Milani, A. (PI)

INTNLREL 101Z: Introduction to International Relations (POLISCI 101Z)

Approaches to the study of conflict and cooperation in world affairs. Applications to war, terrorism, trade policy, the environment, and world poverty. Debates about the ethics of war and the global distribution of wealth.
Terms: Sum | Units: 4 | UG Reqs: GER:DB-SocSci, WAY-SI | Grading: Letter or Credit/No Credit
Instructors: Tomz, M. (PI)

INTNLREL 102: History of the International System (HISTORY 102)

After defining the characteristics of the international system at the beginning of the twentieth century, this course reviews the primary developments in its functioning in the century that followed. Topics include the major wars and peace settlements; the emergence of Nazism and Communism; the development of the Cold War and nuclear weapons; the rise of China, India, and the EU; and the impact of Islamic terrorism. The role of international institutions and international society will also be a focus as will the challenge of environment, health, poverty, and climate issues to the functioning of the system.
Terms: Spr | Units: 5 | UG Reqs: GER:DB-SocSci, GER:EC-GlobalCom, WAY-SI | Grading: Letter (ABCD/NP)
Instructors: Naimark, N. (PI)

INTNLREL 103E: Global Catholicism (HISTORY 203E)

The rise of Catholicism as a global phenomenon, and its multiple transformations as it spread to the Americas, Asia, and Africa. Topics include the Reformation, Tridentine reform and the Jesuits, the underground churches in England and the Dutch Republic, the missions to Asia, the Spanish conquest of Latin America, conversion and indigenous religions, missionary imperialism and new religious movements in the non-European world.
Terms: not given this year | Units: 5 | UG Reqs: WAY-ED, WAY-SI | Grading: Letter or Credit/No Credit
Filter Results:
term offered
updating results...
number of units
updating results...
time offered
updating results...
days
updating results...
UG Requirements (GERs)
updating results...
component
updating results...
career
updating results...
© Stanford University | Terms of Use | Copyright Complaints