191 - 200 of 335 results for: CSI::certificate

GSBGEN 566 is an elective course offered to 2nd-year MBA and MSx students. The goal of this course is to improve students' judgment in confronting challenging, real business situations encountered in the normal progression of corporate activities. The course aims to sharpen moral reasoning and build judgment without favoring a particular position. The course will be taught by Mark Leslie and Peter Levine, Lecturers. The course is taught using 'vignettes'. At the beginning of each class students will be given a one-page reading that describes a business situation which requires a decision to be made. After in-depth discussion, a second page will be handed out, describing how the situation actually unfolded and challenges the class with new information. This new information typically changes the dynamics of the case and requires a new decision to be made. Often there is a third and fourth page that continues the dialogue. Frequent student-to-student and student-to-instructor role-playing will be employed in the development of the session. Note that for most classes there is little or no advanced preparation required, which is often the case when making real-world business decisions. Cases are drawn from a wide selection of ACTUAL BUSINESS SITUATIONS with protagonists joining the class as guests whenever available. Vignettes are based on topics such as raising venture capital, managing major industrial customers, product distribution agreements, board of director and fiduciary conflicts, developing financial instruments, palace revolt / mutiny, work/life balance, rape accusation of an executive, etc. The class is extremely engaging - it is quite usual to find continuing discussion of the day's case outside the classroom among small groups of students. This class is for two GSB credits and will be graded on a pass/fail basis. Sixty percent of the final grade will be derived from classroom performance; the remainder will be based on a final written assignment describing a personal ethical situation that the student has faced in their careers.

A philanthropist is anyone who gives anything-time, expertise, networks, credibility, influence, dollars, experience-in any amount to create a better world. Regardless of one's age, background or profession, everyone has the potential to lead in a way that both tackles the complex social problems our interconnected world faces and creates greater inclusivity, access and impact. This demanding two-week, compressed course will provide passionate students with a brave space to develop and refine a plan for their own social change journey and amplify their potential to give, live and lead in a way that matters more. Using design thinking, students will challenge their preconceptions and wrestle with their social change approach, their privileged position as future Stanford graduates and philanthropy's role in society. Lectures and class discussions will inspire and prepare students to create social value with greater intentionality and humility. For the first class, students will submit a proposed social impact plan for their professional, philanthropic and civic lives. Over the course's six sessions, students will refine their plan, creating a formal theory of change that strategically utilizes their unique leadership platform and asset portfolio to advance opportunity and justice for a target population. Potential guest speakers include Darren Walker, President of the Ford Foundation; Justin Steele, Principal at Google.org; Crystal Hayling, Executive Director of the Libra Foundation; Rob Reich of Stanford PACS and Laura Muñoz Arnold, Co-Chair of the Laura and John Arnold Foundation.

Artificial Intelligence (AI) has the potential to drive us towards a better future for all of humanity, but it also comes with significant risks and challenges. At its best, AI can help humans mitigate climate change, diagnose and treat diseases more effectively, enhance learning, and improve access to capital throughout the world. But it also has the potential to exacerbate human biases, destroy trust in information flow, displace entire industries, and amplify inequality throughout the world. We have arrived at a pivotal moment in the development of the technology in which we must establish a foundation for how we will design AI to capture the positive potential and mitigate the negative risks. To do this, we must be intentional about human-centered design because, 'Only once we have thought hard about what sort of future we want, will we be able to begin steering a course toward a desirable future. If we don't know what we want, we're unlikely to get it.' Thus, building AI must be an inclusive, interactive, and introspective process guided by an affirmative vision of a beneficial AI-future. The goal of this interdisciplinary class is to bridge the gap between technological and societal objectives: How do we design AI to promote human well-being? The ultimate aim is to provide tools and frameworks to build a more harmonious human society based on cooperation toward a shared vision. Thus, students are trained in basic science to understand what brings about the conditions for human flourishing and will create meaningful AI technologies that aligns with the PACE framework:·has a clear and meaningful purpose ·augments human dignity and autonomy ·creates a feeling of inclusivity and collaboration· creates shared prosperity and a sense of forward movement (excellence)Toward this end, students work in interdisciplinary teams on a final project and propose a solution that tackles a significant societal challenge by leveraging technology and frameworks on human thriving.

The course begins with readings setting forth the intellectual and experiential background of the framing, including common law and natural rights theory, republicanism, economic & political scientific ideas, and colonial and post-Independence experience. We then study large parts of the debates at the Constitutional Convention, primarily using Madison's Notes. Major topics are the principle of representation, the extent and enumeration of national powers, the construction of the executive and judicial branches, and slavery. Next come the ratification debates, including readings from antifederalist writers, The Federalist, and speeches in ratification conventions. We conclude with the addition of the Bill of Rights. Classes consist of a combination of lecture and extensive participation by students. Elements used in grading: Class participation, In-class exam, supplemented by short take-home essay. Cross-listed with the Law School ( LAW 7017).

( History 204G is an undergraduate course offered for 5 units; History 304G is a graduate course offered for 4-5 units.) How Western societies and cultures have responded to modern warfare. The relationship between its destructive capacity and effects on those who produce, are subject to, and must come to terms with its aftermath. Literary representations of WW I; destructive psychological effects of modern warfare including those who take pleasure in killing; changes in relations between the genders; consequences of genocidal ideology and racial prejudice; the theory of just war and its practical implementation; how wars end and commemorated.

Open to medical students, graduate students, and undergraduate students. Traces the history of genocide in the 20th century and the question of humanitarian intervention to stop it, a topic that has been especially controversial since the end of the Cold War. The pre-1990s discussion begins with the Armenian genocide during the First World War and includes the Holocaust and Cambodia under the Khmer Rouge in the 1970s. Coverage of genocide and humanitarian intervention since the 1990s includes the wars in Bosnia, Rwanda, Kosovo, the Congo and Sudan.

Open to medical students, graduate students, and undergraduate students. Examines the major famines of modern history, the controversies surrounding them, and the reasons that famine persists in our increasingly globalized world. Focus is on the relative importance of natural, economic, and political factors as causes of famine in the modern world. Case studies include the Great Irish Famine of the 1840s; the Bengal famine of 1943-44; the Soviet famines of 1921-22 and 1932-33; China's Great Famine of 1959-61; the Ethiopian famines of the 1970s and 80s, and the Somalia famines of the 1990s and of 2011.

( History 204G is an undergraduate course offered for 5 units; History 304G is a graduate course offered for 4-5 units.) How Western societies and cultures have responded to modern warfare. The relationship between its destructive capacity and effects on those who produce, are subject to, and must come to terms with its aftermath. Literary representations of WW I; destructive psychological effects of modern warfare including those who take pleasure in killing; changes in relations between the genders; consequences of genocidal ideology and racial prejudice; the theory of just war and its practical implementation; how wars end and commemorated.

Open to medical students, graduate students, and undergraduate students. Traces the history of genocide in the 20th century and the question of humanitarian intervention to stop it, a topic that has been especially controversial since the end of the Cold War. The pre-1990s discussion begins with the Armenian genocide during the First World War and includes the Holocaust and Cambodia under the Khmer Rouge in the 1970s. Coverage of genocide and humanitarian intervention since the 1990s includes the wars in Bosnia, Rwanda, Kosovo, the Congo and Sudan.