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191 - 195 of 195 results for: all courses

THINK 56: Health Care, Ethics, and Justice

Is there a right to a basic level of health care? Are there limits to how much should be spent on health care? How should resources, like human organs, be allocated?nWhat obligations does the U.S. have regarding health care in resource-poor environments, such as underdeveloped nations?nWe live in a world of constrained resources. Nowhere are these constraints more controversial and significant than in health care where lives literally hang in the balance of the decisions we make. This course will provide students with the tools to address these questions through the theoretical framework of justice and ethics. We will address the question of allocation at the level of health policy and health economics before applying the concepts to the institutional and bedside level. Using real world examples, you will be asked to actively engage in debating controversial topics such as organ transplants and how to assign scarce ICU beds. Using both empirical data and the framework of ethics, you will be asked to consider how a health care committee, or a hospital, or an individual doctor might make decisions.
Terms: Win | Units: 4 | UG Reqs: THINK, WAY-ER | Grading: Letter (ABCD/NP)

THINK 63: Justice and the University

How do the fundamental purpose of the university, the pursuit of knowledge, and the pursuit of justice coincide? Or do they conflict and pull us in different directions? Our goal in this class will be to focus on the intersection of justice and knowledge by examining how issues of liberty, equality, and security arise on college campuses. University campuses have a long history as sites of activism across a wide variety of domains and this course will cover a number of them including trigger warnings and safe spaces; free speech; ethics in research; Dreamer Act and college access for undocumented persons. Our goal in this course is to get students to think critically about tradeoffs among society's most treasured goals. When these goals come into tension, how should decisions be made about which goal must give way? We aim to teach students how to identify and think about these conflicts and how to craft arguments, both written and oral, in support of their positions, using a variety of source materials.
Terms: not given this year, last offered Winter 2018 | Units: 4 | UG Reqs: THINK, WAY-ER | Grading: Letter (ABCD/NP)

URBANST 122: Ethics and Politics of Public Service (CSRE 178, ETHICSOC 133, HUMBIO 178, PHIL 175A, PHIL 275A, POLISCI 133, PUBLPOL 103D)

Ethical and political questions in public service work, including volunteering, service learning, humanitarian assistance, and public service professions such as medicine and teaching. Motives and outcomes in service work. Connections between service work and justice. Is mandatory service an oxymoron? History of public service in the U.S. Issues in crosscultural service work. Integration with the Haas Center for Public Service to connect service activities and public service aspirations with academic experiences at Stanford.
Terms: not given this year, last offered Spring 2018 | Units: 3-5 | UG Reqs: GER:DB-SocSci, WAY-ED, WAY-ER | Grading: Letter or Credit/No Credit

URBANST 122Z: Ethics and Politics in Public Service (CSRE 133P, POLISCI 133Z, PUBLPOL 103Z)

Ethical and political questions in public service work, including volunteering, service learning, humanitarian assistance, and public service professions such as medicine and teaching. Motives and outcomes in service work. Connections between service work and justice. Is mandatory service an oxymoron? History of public service in the U.S. Issues in crosscultural service work. Integration with the Haas Center for Public Service to connect service activities and public service aspirations with academic experiences at Stanford.
Terms: Sum | Units: 4 | UG Reqs: WAY-ER | Grading: Letter or Credit/No Credit

URBANST 134: Justice and Cities (POLISCI 233)

Cities have most often been where struggles for social justice happen, where injustice is most glaring and where new visions of just communities are developed and tested. This class brings political theories of justice and democracy together with historical and contemporary empirical work on city design, planning, and policies to ask the following questions: What makes a city just or unjust? How have people tried to make cities more just? What has made these efforts succeed or fail? Each session will include a case study of a particular city, largely with a focus on the United States. Students will develop research projects examining a city of their choice through the lens of a particular aspect of justice and injustice.
Terms: not given this year, last offered Autumn 2017 | Units: 5 | UG Reqs: WAY-ER | Grading: Letter or Credit/No Credit
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