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1 - 4 of 4 results for: THINK 11

GSBGEN 336: Energy Markets and Policy

This is a course on how energy and environmental markets work, and the regulatorynmechanisms that have been and can be used to achieve desired policy goals. The coursenuses a electricity market game as a central teaching tool. In the game, students play the rolenof electricity generators and retailers in order to gain an understanding of how market rulesn(including environmental regulations and renewable energy mandates) affect the businessnstrategy of market participants—and in turn economic and environmental outcomes.nnThe goal of the course is to provide students with both theoretical and hands-onnunderstanding of important energy and environmental market concepts that are critical tonmarket functioning but not always widely appreciated. Concepts covered include: 1)nregulated price-setting versus price-setting through market mechanisms, 2) BTU arbitragenin input energy choices, 3) uniform price vs. pay-as-bid auctions, 4) the ability andnincentive to exercise unilateral market pow more »
This is a course on how energy and environmental markets work, and the regulatorynmechanisms that have been and can be used to achieve desired policy goals. The coursenuses a electricity market game as a central teaching tool. In the game, students play the rolenof electricity generators and retailers in order to gain an understanding of how market rulesn(including environmental regulations and renewable energy mandates) affect the businessnstrategy of market participants—and in turn economic and environmental outcomes.nnThe goal of the course is to provide students with both theoretical and hands-onnunderstanding of important energy and environmental market concepts that are critical tonmarket functioning but not always widely appreciated. Concepts covered include: 1)nregulated price-setting versus price-setting through market mechanisms, 2) BTU arbitragenin input energy choices, 3) uniform price vs. pay-as-bid auctions, 4) the ability andnincentive to exercise unilateral market power, 5) unilateral versus cooordinated exercise ofnmarket power, 6) transmission congestion, 7) forward contracts and their effect on marketnfunctioning, 8) dynamic pricing of electricity and active involvement of final demand, 9)nthe nature of energy reserves, 10) carbon pricing mechanisms including taxes and cap-andtradensystems, 11) renewable portfolio standards and other renewable energy incentives,n12) determination of levelized cost of energy (LCOE) and its impact on new capacityninvestment decisions, and 13) interactions between environmental mechanisms andnregulations. We will also discuss the key features of the markets for major sources ofnenergy such as oil, natural gas, coal, nuclear, solar, wind, and biomass.nnThe course is useful background for private sector roles in energy production,nresearch, management, trading, investment, and government and regulatory affairs;ngovernment positions in policymaking and regulation; research and policy functions innacademia, think tanks, or consultancies; and non-profit advocacy roles related to energy and the environment.
Units: 3 | Grading: GSB Student Option LTR/PF

THINK 11: Bioethical Challenges of New Technology

How might we apply ideas from ethical theory to contemporary issues and debates in biotechnology? This course will provide critical encounters with some of the central topics in the field of bioethics, with an emphasis on new technologies. Controversies over genetic engineering, stem cell research, reproductive technologies, and genetic testing will provide an opportunity for you to critically assess arguments and evidence. We will begin with an overview of the field and the theoretical approaches to bioethics that have been derived from philosophy. You will then have the opportunity to engage in debate and learn how to identify underlying values and how to apply ideas from ethical theory to contemporary problems.
Terms: not given this year | Units: 4 | UG Reqs: THINK, WAY-ER | Grading: Letter (ABCD/NP)

THINK 26: How Do You Build a Nation? Inclusion and Exclusion in the Making of Modern Iran

Why were minority religious groups excluded from the majority's vision of a Shi'i Iranian nation? How and when were women included as citizens of a new Iran? nnIn this course, specific attention will be paid to key events of the 20th century that shaped modern Iran: the Constitutional Revolution (1905-11), the 1953 coup, the White Revolution (1963), the Islamic Revolution (1978-79), the Iran-Iraq War (1980-1988), and the post-revolutionary period in general. Through a close reading of key poems, short stories, and films created in this period, this course will identify major inclusionary and exclusionary forces in the process of nation-building in 20th-century Iran. Specific attention will be paid to issues of ethnicity, religion, and gender. In addition to reading texts (poetry and prose) and watching films, students will be called on to present critiques of these literary and cinematic products in the form of brief oral presentations and short writing assignments. The final project will involve interviewing Iranian expatriates on issues covered in the lectures. Students will work in small groups to produce short videos of these interpersonal encounters.
Terms: not given this year | Units: 4 | UG Reqs: THINK | Grading: Letter (ABCD/NP)

URBANST 100A: Housing as a Human Right: Exploring Housing Justice from the Global to the Particular

Is it useful to conceptualize housing through a human rights lens? Are there ethical tools that we can use to think about housing that can work on a variety of different scales? This one-unit course aims to explore ideas about human rights as they intersect with ideas about housing. We will begin the class by examining philosophical ideas of what exactly are human rights and then move through different scales of context to discuss what housing as a human right can mean on international, national, regional, and particular levels. During the trip at the end of the quarter, students will be provided opportunities to apply the metrics and methods of thought used during the quarter to think about housing justice and ideas about housing as a human right in the Bay Area.nnnTo be admitted to the course, students must apply by 11:59 pm on Friday, November 4 through the ASB website, www.tinyurl.com/stanfordasb2017nnnLimited to students participating in the Alternative Spring Break program. See http://asb.stanford.edu for more information.
Terms: Win | Units: 1 | Grading: Satisfactory/No Credit
Instructors: Kahan, M. (PI)
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