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211 - 220 of 272 results for: all courses

NATIVEAM 64Q: These languages were here first: A look at the indigenous languages of California (ANTHRO 64Q, LINGUIST 64Q)

Stanford was built on land originally inhabited by the Muwekma Ohlone tribe, and Native American students have always held an important place in the university community from the writer and journalist John Milton Oskison (Cherokee) who graduated in 1894 to current enrolments of over three hundred students who represent over fifty tribes. Two hundred years ago, the Muwekma language was one of a hundred languages that made California one of the most linguistically-diverse places on earth. Today, less than half of these languages survive but many California Indian communities are working hard to maintain and revitalize them. This is a familiar pattern globally: languages around the world are dying at such a rapid rate that the next century could see half of the world's 6800 languages and cultures become extinct unless action is taken now. Focusing especially on California, this course seeks to find out how and why languages die; what is lost from a culture when that occurs; and how `sleeping¿ languages might be revitalized. We will take a field trip to a Native American community in northern California to witness first-hand how one community is bringing back its traditional language, songs, dances, and story-telling. We will learn from visiting indigenous leaders and linguistic experts who will share their life, language, and culture with the class. Through weekly readings and discussion, we will investigate how languages can be maintained and revitalized by methods of community- and identity-building, language documentation and description, the use of innovative technologies, writing dictionaries and grammars for different audiences, language planning, and data creation, annotation, preservation, and dissemination. Finally, the course will examine ethical modes of fieldwork within endangered-language communities.
Terms: Win | Units: 3 | UG Reqs: WAY-EDP, WAY-SI
Instructors: Ogilvie, S. (PI)

NENS 67N: Intracellular Trafficking and Neurodegeneration

Preference to freshmen. Cell structures and functions, the intracellular trafficking system that maintains exchanges of materials and information inside cells, and clinical features and pathologies of neurodegenerative diseases. Techniques for examining cellular and subcellular structures, especially cytoskeletons; functional insights generated from structural explorations. Prerequisite: high school biology.
Terms: Win, Sum | Units: 3 | UG Reqs: WAY-SMA
Instructors: Yang, Y. (PI)

NSUR 70Q: Experimental Stroke

Preference to sophomores. How stroke is studied in the laboratory; advances in stroke research over the last two decades; and future directions. Topics include: cellular and molecular mechanisms of neuronal death and survival in the brain after stroke, including necrosis, apoptosis, inflammation, and cell signaling pathways; experimental tools for stroke treatment, such as gene therapy, cell therapy, hypothermia, preconditioning, postconditioning, and other pharmacological treatments; the gap and barrier between laboratory research and clinical translation.
Terms: Win | Units: 2
Instructors: Zhao, H. (PI)

OB 110N: Savvy: Learning How to Communicate with Purpose

Our seminar is designed for students interested in improving their communication skills. Right now, you probably don¿t spend much time thinking about the way you communicate, nor are you likely, in the academic setting, to get much feedback on the messages you send. Yet the quality of your communication will have a large impact on your overall effectiveness in building relationships and getting things done, both in the university setting and later in your career. Each of the sessions in our seminar will help you appreciate the nature and complexity of communication and provide guidelines for both improving your communication style and recognizing the unique styles of others. nnIn each class session, we¿ll consider a number of well-studied forms of interpersonal communication. And, we¿ll rely heavily on experiential learning to bring the concepts to life. For example, to better understand the dynamics of unstructured, spontaneous communication, we will participate in an improvisational theatre workshop, taught by one of the artists-in-residence at the Groundlings Theater in Los Angeles. To better understand persuasive communication tactics, we¿ll participate in role-play exercises, competitive games, and negotiation simulations. For each tactic, we¿ll talk about why it works, when it works best, and what its limitations might be. We¿ll discuss how you can put these approaches to work in order to support your goals. nnAfter taking this course, you will be better able to: (1) identify strategies for crafting effective communication in the form of everyday conversation, written work, and public presentations, (2) develop techniques for building strong, long-term relationships with your peers, and (3) become more persuasive in advancing an agenda, acquiring resources, or gaining support from others. These skills will be invaluable to you as you grow and develop here at Stanford and beyond.
Terms: Spr | Units: 3 | UG Reqs: WAY-SI
Instructors: Flynn, F. (PI)

OBGYN 81Q: Perspectives on the Abortion Experience in Western Fiction

Explores the role of media in delivering abortion-related messages as well as the broader questions of how abortion and related issues are fundamentally integrated into the social fabric of US and global societies. Abortion remains one of the most controversial and polarizing challenges of our time. Yet, it has been a clinical, social, political, and cultural fact in a broad swath of societies for centuries. As is common for such lightning rod issues, the topic of abortion has featured prominently in novels and films. Each treatment provides a unique perspective on at least one aspect of abortion, whether it be clinical, social, political or cultural. How abortion is portrayed in novels and films provides the student of history, anthropology, and biology with insights into the author's or director's perspectives, and into societal attitudes and mores.
Terms: Spr | Units: 3

ORTHO 97Q: Sport, Exercise, and Health: Exploring Sports Medicine (HUMBIO 97Q)

Preference to sophomores. Sports medicine is the practice of clinical medicine at the interface between health and performance, competition and well-being. While sports medicine had its origins in providing care to athletes, medical advances developed in care of athletes exerted a great effect on the nature and quality of care to the broader community. Topics include sports injuries, medical conditions associated with sport and exercise, ethics, coaching, women's issues, fitness and health, and sports science. Case studies.
Terms: Aut, Win, Spr | Units: 3 | UG Reqs: Writing 2

PEDS 65N: Understanding Children's Health Disparities

The social and economic factors that affect children and their health status. The principal sources of disparities in the health of children in the U.S. are not biologic, but social and economic. Topics include ethnic, cultural, and behavioral factors that affect children's health, both directly and indirectly; lack of health insurance; and current proposals for health care reform, focusing specifically on how they will impact existing health disparities among children.
Terms: Win | Units: 3 | UG Reqs: GER:DB-SocSci, GER:EC-AmerCul, WAY-EDP, WAY-SI
Instructors: Barr, D. (PI)

PHIL 4N: Knowing Nothing

Our beliefs are subject to multiple sources of error: a traveler's perception of an oasis in the desert may turn out to be a mirage; the key witness in a trial criminal may turn out to be lying; or a fluke in the data may mislead a research team into believing a false hypothesis; or a miscalculating math student may end up with the wrong answer. Philosophers often characterize knowledge as belief that is safe from error--but is knowledge possible? This course uses the philosophical arguments and thought experiments to assess the question of how much we can hope to know.
Terms: Win | Units: 3
Instructors: Briggs, R. (PI)

PHIL 11N: Skepticism

Preference to freshmen. Historical and contemporary philosophical perspectives on the limits of human knowledge of a mind-independent world and causal laws of nature. The nature and possibility of a priori knowledge. Skepticism regarding religious beliefs..
Terms: Win | Units: 3 | UG Reqs: GER:DB-Hum

PHIL 12N: Paradoxes

In this course, we will use paradoxes like these as foci for discussions of some of the deepest issues in philosophy and mathematics. No prior knowledge of logic, philosophy or mathematics will be assumed and there will be minimal use of symbolism.nStudents will be expected to complete problem sheets, and to write a very short final paper. The seminars will be discussion-based.
Terms: Aut | Units: 3
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