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(Formerly IPS 200.) Recent advances in computing may place us at the threshold of a unique turning point in human history. Soon we are likely to entrust management of our environment, economy, security, infrastructure, food production, healthcare, and to a large degree even our personal activities, to artificially intelligent computer systems. The prospect of "turning over the keys" to increasingly autonomous systems raises many complex and troubling questions. How will society respond as versatile robots and machine-learning systems displace an ever-expanding spectrum of blue- and white-collar workers? Will the benefits of this technological revolution be broadly distributed or accrue to a lucky few? How can we ensure that these systems respect our ethical principles when they make decisions at speeds and for rationales that exceed our ability to comprehend? What, if any, legal rights and responsibilities should we grant them? And should we regard them merely as sophisticated tools or as a newly emerging form of life? The goal of CS22 is to equip students with the intellectual tools, ethical foundation, and psychological framework to successfully navigate the coming age of intelligent machines.

Is international relations theory valuable for policy makers? The first half of the course will provide students with a foundation in theory by introducing the dominant theoretical traditions and insights in international relations. The second half of the course focuses on several complex global problems that cut across policy specializations and impact multiple policy dimensions. Students will assess the value of major theories and concepts in international relations for analyzing and addressing such complex global policy issues.

(Formerly IPS 203) This course analyzes the role of international trade in the development experience of countries. Amongst the topics covered are the instruments of trade policy, the developmental impact of trade liberalization/protectionism, and trade policy formulation, with particular attention to the political economy of trade policy. Given the current international trade environment, students will also debate the rise of trade protectionism, as well as discuss policies to enhance the benefits (winners) and address the costs (losers) of trade liberalization. The purpose of the course is to equip students with the tools to analyze international trade issues, propose policies, and assess the feasibility of policy implementation, particularly in the context of trade as a development strategy. Students will also dissect several common myths about international trade, such as the recent populist message that "trade deficits are bad." In addition, the "In the News" segment in class will discuss and analyze current events in areas relevant to the course. Prerequisites: ECON 1.

Microeconomic concepts relevant to decision making. Topics include: competitive market clearing, price discrimination; general equilibrium; risk aversion and sharing, capital market theory, Nash equilibrium; welfare analysis; public choice; externalities and public goods; hidden information and market signaling; moral hazard and incentives; auction theory; game theory; oligopoly; reputation and credibility. Undergraduate Public Policy students may take PublPol 51 as a substitute for the Econ 51 major requirement. Economics majors still need to take Econ 51. Prerequisites: ECON 50 and MATH 51 or equiv.

This class provides economic and institutional background necessary to conduct policy analysis. We will examine the economic justification for government intervention and illustrate these concepts with applications drawn from different policy contexts. The goal of the course is to provide you with the conceptual foundations and the practical skills and experience you will need to be thoughtful consumers or producers of policy analysis. Prerequisites: ECON 102B or PUBLPOL 303D.

(Formerly IPS 207) This course applies economic tools to understanding and analyzing the developmental impact and determinants of corruption, as well as policy initiatives to address corruption. In addition to theories of corruption, students evaluate several case studies, randomized experiments, and empirical evidence, including from Argentina, Botswana, Brazil, China, Guatemala, India, Indonesia, Mexico, Uganda, the United Kingdom, and the United States. The "Corruption in the News" section supplements the class material.

(Formerly IPS 209A) For IPS M.A. students only (by petition). Regular meetings with thesis advisers required. Total of eight units required for any student completing an approved thesis.

(Formerly IPS 210) The relationship between humanitarianism and politics in international responses to civil conflicts and forced displacement. Focus is on policy dilemmas and choices, and the consequences of action or inaction. Case studies include northern Iraq (Kurdistan), Bosnia, Rwanda, Kosovo, and Darfur. In addition to class attendance, each student will meet with the instructor for multiple one-on-one sessions during the quarter.

Last year, humanitarians avoided famine in four conflict-affected countries, fed 80 million people, provided clean water to 49 million people, and offered medical assistance to millions. Yet the humanitarian response context has changed in recent years, with 70-80% of budgets now devoted to conflict-related emergencies. This has triggered a series of debates about how humanitarian response is implemented. This course will review challenges posed by the present state of humanitarian response during conflict. Topics will include (i) the origins of humanitarian response, law, and principles, (ii) the role of counter-terrorism activities (iii), the engagement of local and community organizations, (iv) the relationship between military and humanitarian actors; (v) the role of new data technologies and questions regarding data ownership and privacy and systems integration; and (v) the humanitarian funding system. To apply for the course, please submit a short (one paragraph) statement of interest to Nikki Brand, nbrand@stanford.edu by Monday, November 19th. Please include your program, year, and a short paragraph describing your relevant experience and interest in the course. Decisions will be made by Monday, December 3rd.