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MED 10SC: Responses to the AIDS Epidemic

This course focuses on the HIV epidemic, contrasting the origin and spread of HIV and AIDS in Africa and the emergence of HIV in the U.S., in particular the history of HIV in San Francisco and the Bay Area. We will meet the people and visit the institutions which played key roles in the Public Health prevention, care, and treatment of HIV in San Francisco and consider the impact of HIV globally in our thinking about epidemic disease and the international responses to HIV. This will include key locations in the City, including the AIDS Grove, San Francisco General Hospital, the San Francisco Department of Public Health, the Castro, and local AIDS service organizations. Students will also hear from patients, physicians, and activists who are living with AIDS. We will also meet with scientists at UCSF, Stanford, and local pharmaceutical companies who are at the forefront of new prevention, therapeutic, and diagnostic research. By examining the relationship between the emergence of Gay activism and AIDS in California and New York and the pandemic in Southern Africa, the course will emphasize the multi-disciplinary and multi-sector approach to epidemic infectious disease. How sis physicians, patients, epidemiologists, pharmaceutical companies, and policymakers develop effective responses to the AIDS epidemic? What are we learning from Africa and what can Africa learn from us about how communities react to deadly threats from infectious disease.nAIDS experts from the Stanford community and Africa are invited to share their perspectives with us. In preparation for the seminar, you will be required to read And the Band Played On and Barnett and Whiteside's AIDS in the Twenty-First Century and selected scientific articles. As part of a group, you will also develop an AIDS-related project of your choice which you will present on the last day of class. Sophomore College course, applications required, due 12noon April 5, 2016. To apply, see http://soco.stanford.edu.
Terms: Sum | Units: 2

MI 27SC: Viruses in the News

Viruses are unique biological entities that resemble both living and inanimate objects. Despite their simple structure they include some of the most devastating and ubiquitous causes of human disease. The compelling nature of this topic is illustrated by the recent Ebola epidemic, which emerged coincident with the last time this class was offered. From smallpox to measles to HIV to the common cold, viruses have literally changed the course of human history and impacted evolution. They have also been important experimental tools for probing the molecular nature of key biological processes, and they have been utilized in many key discoveries and Nobel Prize-winning research programs. In books, movies, newspapers, and electronic feeds, viruses continue to make the news on a daily basis. Using contemporary media, content experts, model building, interactive sessions, and field trips, we will explore the essential nature of viruses, what makes them unique, how they are classified, how they cause disease, key molecular processes, breakthroughs in prevention and treatment, current efforts in trying to eradicate viruses, and cultural iconography pertaining to viruses. In short, this seminar is intended to go viral. Sophomore College course, applications required, due at noon on April 5, 2016. Apply at http://soco.stanford.edu .
Terms: Sum | Units: 2

NATIVEAM 15SC: Environmental & Resource Challenges on Native American Lands (EARTHSYS 15SC, LAWGEN 15SC, POLISCI 26SC)

This seminar will study and examine the varied environmental and resource challenges facing Indian reservations in the western United States. Over 360 Indian reservations, the majority of which are in the western United States, encompass over 56 million acres - a land total approximating the size of the State of Idaho While Indian treaties and executive orders often relegated tribes to isolated and unwanted lands, Indian reservations frequently contain valuable natural resources such as oil, gas, hard minerals, and forests. Many Indian tribes, moreover, enjoy special fishing rights and the legal right to vast amounts of water. At the same time, Indian reservations face serious environmental challenges, including water contamination, habitat decline, and climate change. To examine these questions, we will start with a week of classroom study and discussion. During this week, we will examine the nature of the environmental and resource challenges facing Native American tribes today, the relevant ins and outs of federal Indian law and the legal rights of tribes, Native American governmental systems, and the approaches that tribes are currently taking to these challenges. We will then move into the field and spend approximately ten days in the states of Washington, Montana, and Wyoming, meeting with tribal officials and seeing firsthand the environmental and resource challenges that they face. On our return to Stanford, students will break into groups, and each group will analyze a particular challenge facing a Native American tribe and how best to address that challenge. The course will culminate in student presentations on these analyses. Over the summer, students also will be responsible for assigned readings, online interactive materials, and relevant recent news articles. The class begins on-campus and then travels to Washington, Montana, and Wyoming. Travel expenses during the course will be provided (except incidentals) by the Bill Lane Center for the American West and Sophomore College. Application required, due noon, April 5, 2016. Apply at http://soco.stanford.edu. Cross-listed with Earth Systems ( EARTHSYS 15SC), Native American Studies ( NATIVEAM 15SC) and Political Science ( POLISCI 26SC).
Terms: Sum | Units: 2

POLISCI 22SC: The Face of Battle

Our understanding of warfare often derives from the lofty perspective of political leaders and generals: what were their objectives and what strategies were developed to meet them? This top-down perspective slights the experience of the actual combatants and non-combatants caught in the crossfire. This course focuses on the complexity of the process by which strategy is translated into tactical decisions by the officers and foot soldiers and on what actually occurs on the field of battle. We will visit Washington, DC, and meet with national security officials and members of non-government organizations there. In addition, we will spend a day visiting the battlefields of Gettysburg (July 1863) in Pennsylvania, and the Little Bighorn (June 1876) in Montana. The course's battlefield tours are based on the "staff rides" developed by the Prussian Army in the mid-1800s and employed by the U.S. Army since the early 1900s. While at Stanford, students will conduct extensive research on individual participants at Gettysburg and Little Bighorn. Then, as we walk through the battlefield sites, students will brief the group on their subjects' experience of battle and on why they made the decisions they did. Why did Lt. General Longstreet oppose the Confederate attack on the Union Army at Gettysburg? What was the experience of a military surgeon on a Civil War battlefield? What role did just war principles or law play in the treatment of enemy fighters and civilians? Why did Custer divide his 7th Cavalry troops as they approached the Little Bighorn River? What was the role of Lakota Sioux women after a battle? The final part of the class covers contemporary military conflicts discussing what the US public, political leaders, and military commanders have learned (and not learned) from the past. The course is open to students from a range of disciplines; an interest in the topic is the only prerequisite.
Terms: Sum | Units: 2

POLISCI 26SC: Environmental & Resource Challenges on Native American Lands (EARTHSYS 15SC, LAWGEN 15SC, NATIVEAM 15SC)

This seminar will study and examine the varied environmental and resource challenges facing Indian reservations in the western United States. Over 360 Indian reservations, the majority of which are in the western United States, encompass over 56 million acres - a land total approximating the size of the State of Idaho While Indian treaties and executive orders often relegated tribes to isolated and unwanted lands, Indian reservations frequently contain valuable natural resources such as oil, gas, hard minerals, and forests. Many Indian tribes, moreover, enjoy special fishing rights and the legal right to vast amounts of water. At the same time, Indian reservations face serious environmental challenges, including water contamination, habitat decline, and climate change. To examine these questions, we will start with a week of classroom study and discussion. During this week, we will examine the nature of the environmental and resource challenges facing Native American tribes today, the relevant ins and outs of federal Indian law and the legal rights of tribes, Native American governmental systems, and the approaches that tribes are currently taking to these challenges. We will then move into the field and spend approximately ten days in the states of Washington, Montana, and Wyoming, meeting with tribal officials and seeing firsthand the environmental and resource challenges that they face. On our return to Stanford, students will break into groups, and each group will analyze a particular challenge facing a Native American tribe and how best to address that challenge. The course will culminate in student presentations on these analyses. Over the summer, students also will be responsible for assigned readings, online interactive materials, and relevant recent news articles. The class begins on-campus and then travels to Washington, Montana, and Wyoming. Travel expenses during the course will be provided (except incidentals) by the Bill Lane Center for the American West and Sophomore College. Application required, due noon, April 5, 2016. Apply at http://soco.stanford.edu. Cross-listed with Earth Systems ( EARTHSYS 15SC), Native American Studies ( NATIVEAM 15SC) and Political Science ( POLISCI 26SC).
Terms: Sum | Units: 2

TAPS 15SC: Courtroom Theater

In the new millennium, the popularity of TV courtroom drama has been staggering: according to a weekly Nielsen ratings conducted a few years ago, 30 million people watched CSI: Crime Scene Investigation in one night, 70 million watched at least one of the CSI shows, and 40 million watched two other forensic dramas ( Without a Traceand Cold Case). These widely popular shows offer a somewhat distorted image of American criminal courtroom. In this class we will go "behind the scenes" to engage in a hands-on investigation of performances in the criminal trials. nWe will begin by visiting Bay Area courthouses to investigate the courtroom as a "set" for powerful legal dramas that are happening there on a daily basis. In these field trips we will also observe the courtroom proceedings and talk to judges and other legal professionals. After this introduction to the real-life courtroom, we will investigate landmark theatrical court dramas. Using mock trial techniques, we will approach playtexts as legal "cases." We will try to identify weaknesses and strengths of these cases, and then use them as mock trial scenarios. Ultimately, this class engages the questions of what does it take to build a solid courtroom case and how does it differ from a powerful piece of theater. While getting acquainted with both courtroom and theater techniques, we will keep a critical eye on (mis)representations of criminal courtroom in the popular media. No previous experience in acting or mock trials is necessary. The class satisfies the WAYS Creative Expression requirement. Sophomore College Course: Application required, due noon, April 5, 2016. Apply at http://soco.stanford.edu.
Terms: Sum | Units: 2 | UG Reqs: WAY-CE
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