21 - 30 of 103 results for: PUBLPOL

In this course, we explore the role of law in promoting social well-being (happiness). Law, among its other benefits, can serve as a mechanism to harmonize private incentives with cooperative gains, to maintain an equitable division of those gains, and to deter social defection and dystopia. Law is thus an implementation of the social contract and essential to civilization. Economic analysis of law focuses on the welfare-enhancing incentive effects of law (and of law enforcement). More generally, we study the law's role in reducing the risks of cooperation, achieved by fixing expectations of what courts or the state will do in possible futures. Prerequisite: ECON 50 or PUBLPOL 50. Final paper instead of an exam. Instructor consent required for enrollment. Please email the instructor a short statement of interest (300 words max) explaining why you would like to enroll in the course.

This course is divided into three sections that when combined provide 1) the overall narrative of the precedents and adverse impacts of the worldwide, US west coast and California housing crises and the frameworks for California to create a balanced housing market without causing extreme displacement; 2) an overview of the planning, regulatory and development environments in California along with an opportunities/threats analysis to illuminate current opportunities to achieve a balanced housing market; and 3) an overview of the federal, state, regional and local housing policy environments and areas of policy work addressing and responding to the California housing crisis. Building on learning from class lectures, students will work in teams to produce a final report and presentation for a local city with policy recommendations. This is a Cardinal Course Certified by the Haas Center for Public Service. 

The Community Police Academy is a combination of classroom instruction and "hands-on" activities that examine life as a police officer. This class looks to clarify and expand the participant's knowledge of the responsibilities, decisions and constraints that face law enforcement officers today, while also providing some perspectives on the national conversation about the role of law enforcement in society. Students can elect to earn two units of credit by completing the readings, short assignments, and attending 4 discussion section meetings, or students may opt to take the course for no credits and only attend the activities. The class is a learning opportunity for all involved, an opportunity to build trust and develop partnerships between the Department of Public Safety and the Stanford Community. While this course is open to all students throughout the University, the units will not accrue to Law Degree Candidates for credit toward a degree in Law (JD, JSM, JSD, or LLM). Taught by Professor Laura Wilson. Prerequisites: Application and basic background check; minimum 18 years of age.

The U.S. is in the midst of an inequality explosion. The upper class has become unimaginably rich. Extreme racial discrimination and animus remain at the center of the American story. Abject poverty persists amidst so much wealth. A de facto caste system - in which opportunities to get ahead depend on a birth lottery - is firmly in place. The historic decline in gender inequality, which many had thought would continue on until full equality was achieved, has stalled out across many labor market indicators. Why is this happening? And what should be done about it? A no-holds-barred exploration of America's inequality problem.

This course examines the past, present, and future of American espionage. Targeted at first years and sophomores, the class surveys key issues in the development of the U.S. Intelligence Community since World War II. Topics include covert action, intelligence successes and failures, the changing motives and methods of traitors, congressional oversight, and ethical dilemmas. The course pays particular attention to how emerging technologies are transforming intelligence today. We examine cyber threats, the growing use of AI for both insight and deception, and the 'open-source' intelligence revolution online. Classes include guest lectures by former senior U.S. intelligence officials, policymakers, and open-source intelligence leaders. Course requirements include an all-day crisis simulation with former senior officials designed to give students a hands-on feel for the uncertainties, coordination challenges, time pressures, and policy frictions of intelligence in the American foreign policy process.

Qualified Public Policy students obtain employment in a relevant research or industrial activity to enhance their professional experience consistent with their degree programs. Prior to enrolling students must get internship approved by the Public Policy Program. At the start of the quarter, students must submit a one page statement showing the relevance of the employment to the degree program along with an offer letter. At the end of the quarter, a three page final report must be supplied documenting work done and relevance to degree program. Meets the requirements for Curricular Practical Training for students on F-1 visas. May be repeated for credit.

Prerequisite: Must be a junior, senior, or graduate student. Public Policy Masters students sign up for PUBLPOL 216. The course contains four main parts: Climate Science, Climate Market Mechanisms, Commercial Decarbonization Models; Identification of Commercial Opportunities. Part I begins with a detailed introduction to climate science, emissions by geography and jurisdiction, economic sector, and human health impacts. Part II describes in detail three approaches to decarbonization: cap-and-trade markets, baseline and credit systems, and carbon offsets and voluntary carbon markets. Part Ill contains three components that serve as the main commercial lenses for commercial decarbonization approaches: developing carbon assets, investments, finance, and trading, and corporate carbon management. Part IV contains two components: the identification of decarbonization commercial opportunities and project development.

The transition from high school to college. K-16 course focusing on high school preparation, college choice, remediation, pathways to college, and first-year adjustment. The role of educational policy in postsecondary access. Service Learning Course (certified by Haas Center).

The future of war is not in winning a race for technology but in maximizing technological adaptability. How well, and how fast, nations can identify, build, field, and integrate new technology into their national defense will be far more important than being a leader in any particular tech. In this contest, national defense has three main players: government, industry, and academia. Together they provide the framework nations use to defend themselves. This class will review how wars are fought and then dive into how government, industry, and academia collaborate, conflict, and construct the systems for the defense of nations. The class will consider technologies like artificial intelligence, autonomous weapons, remotely piloted drones, directed energy weapons, and low earth orbit satellite constellations, evaluating the opportunities and risks for national security and human society. This course will prepare future government, industry, and academic leaders for the complex systems necessary for the developmental, legal, ethical, and operational considerations of hyper-scaling warfare with ever more ubiquitous and destructive technology. The class is in a lecture/discussion format with guest lecturers who are actively working in these spaces. This class is fast paced and immediately relevant, but no experience in the content is necessary, just come to learn and participate.