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621 - 630 of 1140 results for: all courses

HISTORY 237G: Outer Space Exploration in Germany in the Twentieth Century (GERMAN 275)

Since the nineteenth century, Germans, like their counterparts around the world, have considered the meaning and the role of humanity in outer space. As space travel developed from a dream to a reality, and as Germany changed borders and political systems among empires, dictatorships, socialist states, and capitalist states, German interest in spaceflight remained, although the meaning found in the stars changed dramatically. This course considers Germans' dreams of and predictions for outer space travel alongside German technological developments in spaceflight. It includes the different German states throughout the century, including Weimar Germany, National Socialism, East Germany, and West Germany. The course looks at science fiction films and novels, newspaper reports, scientific developments, and German space engineering projects, which together demonstrate how and why space travel often found high levels of support in Germany. Students will engage in historical and cultural analysis through course readings, discussions, and assignments.nNOTE: To be eligible for WAYS credit, you must take this course for a minimum of 3 units and a letter grade.
Last offered: Autumn 2017 | UG Reqs: WAY-SI

HISTORY 238C: Virtual Italy (CLASSICS 115, ENGLISH 115, ITALIAN 115)

Classical Italy attracted thousands of travelers throughout the 1700s. Referring to their journey as the "Grand Tour," travelers pursued intellectual passions, promoted careers, and satisfied wanderlust, all while collecting antiquities to fill museums and estates back home. What can computational approaches tell us about who traveled, where and why? We will read travel accounts; experiment with parsing; and visualize historical data. Final projects to form credited contributions to the Grand Tour Project, a cutting-edge digital platform. No prior programming experience necessary.
Terms: Win, Sum | Units: 4-5 | UG Reqs: WAY-A-II, WAY-SI

HISTORY 238J: The European Scramble for Africa: Origins and Debates (AFRICAAM 238J, HISTORY 338J)

Why and how did Europeans claim control of 70% of African in the late nineteenth century? Students will engage with historiographical debates ranging from the national (e.g. British) to the topical (e.g. international law). Students will interrogate some of the primary sources on which debaters have rested their arguments. Key discussions include: the British occupation of Egypt; the autonomy of French colonial policy; the mystery of Germany¿s colonial entry; and, not least, the notorious Berlin Conference of 1884-1885.
Last offered: Winter 2020 | UG Reqs: WAY-ED, WAY-SI

HISTORY 239J: Work and Leisure in Nineteenth Century Britain (HISTORY 339J)

This course charts the changes wrought by the Industrial Revolution, empire, and social factors in Britons' lives at work and at home in the nineteenth century. Readings will explore trade unionism and Chartism, urban migration, consumer culture, print culture, organized sports, shows, rational leisure" and the development of exhibitions and public museums. Students will gain a sense of how Britons worked and played in a century that gave birth to pastimes and institutions that continue to shape our own.
Last offered: Spring 2020 | UG Reqs: WAY-ED, WAY-SI

HISTORY 241C: Histories of Attention and Mind Control

This course follows the history of attention from the Enlightenment and the rise of capitalism to Cold War controversies over mind control and recent debates on the attention economy and the ethics of technology. Attention is the cognitive process of selectively concentrating on a discrete aspect of information, which regulates what enters consciousness. In an age of information abundance, digital technologies compete to catch and direct our attention. Offering a historical perspective, the course readings trace how attention has been constructed, studied, commodified, and manipulated throughout the modern period by travelling across various regions including the Middle East, Europe, the Caribbean and North America. Consideration will be given to the training and altering of attention, to spectacle and the manipulation of attention, and to the shifting economies of attention. We will explore how practices such as mesmerism, hypnotism, and conjure became part of power relationships with more »
This course follows the history of attention from the Enlightenment and the rise of capitalism to Cold War controversies over mind control and recent debates on the attention economy and the ethics of technology. Attention is the cognitive process of selectively concentrating on a discrete aspect of information, which regulates what enters consciousness. In an age of information abundance, digital technologies compete to catch and direct our attention. Offering a historical perspective, the course readings trace how attention has been constructed, studied, commodified, and manipulated throughout the modern period by travelling across various regions including the Middle East, Europe, the Caribbean and North America. Consideration will be given to the training and altering of attention, to spectacle and the manipulation of attention, and to the shifting economies of attention. We will explore how practices such as mesmerism, hypnotism, and conjure became part of power relationships within social, racial, gendered, religious and cultural contexts, and how attention was made to reproduce different relationships of inequality between the industrial revolution and the advent of surveillance capitalism. The course is divided into three parts. It begins with introducing approaches to attention by historians, philosophers, and scholars of visual studies among others. Second is a more empirical analysis of how slavery, industrialism, advertising, cinema, science, and technology came together to shape modern theories of attention. The course then ends with several weeks on the current politics of attention and the attention economy.
Terms: Spr | Units: 5 | UG Reqs: WAY-SI
Instructors: Zakar, A. (PI)

HISTORY 242J: London Low Life in the Nineteenth Century

( History 242J is an undergraduate course offered for 5 units; History 342J is a graduate course offered for 4-5 units.) London began the nineteenth century as a city of one million, but was home to over six million people by the century¿s end. How did Londoners in the nineteenth century respond to the challenges and temptations of life in a growing metropolis? How did government and reformers try to influence and control city dwellers¿ behavior? This class seeks to answer these questions by exploring life in Britain¿s capital in the nineteenth century, using the digital database ¿London Low Life¿ as a guide. Contemporary street literature, night-life guides, pamphlets, broadsides, images, reformer¿s tracts, and public-interest journalism are some of the sources that will give us a window into vice, virtue, and daily life in London during a period of great uncertainty and change.
Terms: Aut | Units: 5 | UG Reqs: WAY-ED, WAY-SI
Instructors: Williams, J. (PI)

HISTORY 243C: People, Plants, and Medicine: Colonial Science and Medicine (HISTORY 343C)

Explores the global exchange of knowledge, technologies, plants, peoples, disease, and medicines. Considers primarily Africans, Amerindians, and Europeans in the eighteenth-century West but also takes examples from other knowledge traditions. Readings treat science and medicine in relation to voyaging, colonialism, slavery, racism, plants, and environmental exchange. Colonial sciences and medicines were important militarily and strategically for positioning emerging nation states in global struggles for land and resources.
Terms: Spr | Units: 4-5 | UG Reqs: GER:DB-SocSci, GER:EC-GlobalCom, WAY-ED, WAY-SI

HISTORY 244F: Innovations in Inclusive Design in Tech (FEMGEN 344F, HISTORY 344F)

This d-school class prototypes concepts and methods for inclusive design and considers intersecting social factors in designing new technologies. Examples of products (including objects, services, and systems) gone awry will serve as prompts for design activities, challenges, and discussions on the challenges designers face when addressing the different needs of consumers. These include, but are not limited to: gender, race/ethnicity, socio-economic status, age, geographic location, sustainability, and other "intersectional" factors. Class sessions mix use case explorations with design methodology, design thinking abilities, and guest speakers from technology, design, and academia. Students will be asked to work in interdisciplinary teams on several design challenges, culminating in the development of a toolkit for inclusive design. Methods will interact in crucial ways to create "intersectional thinking," i.e., to consider how intersectional factors work together to require new soluti more »
This d-school class prototypes concepts and methods for inclusive design and considers intersecting social factors in designing new technologies. Examples of products (including objects, services, and systems) gone awry will serve as prompts for design activities, challenges, and discussions on the challenges designers face when addressing the different needs of consumers. These include, but are not limited to: gender, race/ethnicity, socio-economic status, age, geographic location, sustainability, and other "intersectional" factors. Class sessions mix use case explorations with design methodology, design thinking abilities, and guest speakers from technology, design, and academia. Students will be asked to work in interdisciplinary teams on several design challenges, culminating in the development of a toolkit for inclusive design. Methods will interact in crucial ways to create "intersectional thinking," i.e., to consider how intersectional factors work together to require new solutions in design. Topics include: algorithms, media, virtual assistants, crash test dummies, robotics, health technologies, assistive technologies, tech for developing worlds, urban/rural design, software development. By application only. You can find the application here: https://dschool.stanford.edu/classes/innovations-in-inclusive-design
Terms: Spr | Units: 4-5 | UG Reqs: WAY-ED, WAY-SI

HISTORY 249: The Mamluks: Slave-Soldiers and Sultans of Medieval Egypt (GLOBAL 102, GLOBAL 210, HISTORY 349A)

Known as ghulam or mamluk in Arabic, the slave-soldier was a ubiquitous phenomenon in the world of medieval Islam. Usually pagan steppe nomads, mamluks were purchased in adolescence, converted to Islam, taught Arabic, and trained to lead armies. Sometimes manumitted and sometimes not, in either case mamluks rose to positions of privilege and prominence in numerous regimes in the medieval Middle East.nnNowhere was the mamluk institution so fundamental as it was in Egypt between 1250 and 1517 CE, when Cairo was ruled by these slave-soldiers, their ranks constantly renewed by imports of new mamluks from the Black Sea and Caucuses. Born in the age of the crusades and ultimately conquered by the Ottoman Empire, the Mamluk Sultanate can be understood as a bridge between the worlds of medieval and early modern Islam, as well as between East and West, sitting astride the major Nile-Red Sea route that linked the Mediterranean world to that of the Indian Ocean and beyond. This class will investigate the rise and fall of the Mamluk Sultanate in Egypt and its key roles in the commercial, diplomatic, and political history both of the medieval Middle East and the wider world.
Terms: Win | Units: 3-5 | UG Reqs: WAY-SI
Instructors: Izzo, J. (PI)

HISTORY 250E: Taxing America: From the Puritans to Prop. 13

Taxes have shaped American society and politics since before the Revolution. And they've been extremely controversial just as long. In this course we'll try to understand American society and government by looking at the politics of taxation from the colonial period to the twentieth century. Topics include the legitimacy of taxation, the constitution, economic development, inequality, gender, and race.
Last offered: Spring 2015 | UG Reqs: WAY-SI
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