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ANTHRO 12SC: Parks and Peoples: Dilemmas of Protected Area Conservation in East Africa (HUMBIO 19SC)

The world-famous landscapes of East Africa, including Serengeti National Park, Ngorongoro Conservation Area, and the Rift Valley lakes of Tanzania form the backdrop for this special course on protected area conservation and its impacts on local people. The course is designed to explore the pros and cons of parks and protected areas as they affect flora, fauna, and human inhabitants, and to address the dilemma of how to achieve conservation in a manner that creates local community benefits and promotes social justice. We will use a case study approach to ask: (1) What approach to protected area (PA) conservation has been taken in each case? Who are the key proponents and what are their main social and ecological objectives? (2) How successful has the protected area been at achieving its conservation goals? (3) What are the benefits of the PA to people and who receives them? (4) What are the costs of the PA to people and who pays them? (5) Where benefits are not commensurate to costs, wh more »
The world-famous landscapes of East Africa, including Serengeti National Park, Ngorongoro Conservation Area, and the Rift Valley lakes of Tanzania form the backdrop for this special course on protected area conservation and its impacts on local people. The course is designed to explore the pros and cons of parks and protected areas as they affect flora, fauna, and human inhabitants, and to address the dilemma of how to achieve conservation in a manner that creates local community benefits and promotes social justice. We will use a case study approach to ask: (1) What approach to protected area (PA) conservation has been taken in each case? Who are the key proponents and what are their main social and ecological objectives? (2) How successful has the protected area been at achieving its conservation goals? (3) What are the benefits of the PA to people and who receives them? (4) What are the costs of the PA to people and who pays them? (5) Where benefits are not commensurate to costs, what, if anything, is being done to address the imbalance? How well is it working? (6) Are there alternative conservation models that would make the interests of parks and people more compatible, and reduce the tradeoffs between them? What is needed to operationalize these alternative models, and how do they incentivize conservation behavior among local residents?nThis course includes an intensive 12-day expedition to Tanzania to observe firsthand the dilemmas of parks and peoples we have discussed in class. We are scheduled to visit Tarangire, Lake Manyara, Mt. Meru, and Serengeti National Parks, the Ngorongoro Conservation Area, and nearby Maasai villages. Both on campus and in Tanzania, the course emphasizes student contributions and presentations. Students are required to read one or two books a month over the summer, and to come to campus in the fall well-prepared to discuss each one, including co-leading the discussion of one of the readings. Students are also expected to carry out literature research on a particular conservation dilemma in East Africa that is of interest to them for the final assignment of the seminar, a 6- to 8-page paper, and to present the main findings of that paper during an evening seminar as we travel in East Africa.
Terms: Sum | Units: 2

BIO 10SC: Natural History, Marine Biology, and Research

Monterey Bay is home to the nation¿s largest marine sanctuary and also home to Stanford's Hopkins Marine Station. This course, based at Hopkins, explores the spectacular biology of Monterey Bay and the artistic and political history of the region. We will conduct investigations across all of these contexts toward an inclusive understanding of ¿place¿, ultimately to lead us to explore our own lives in relation to the natural world, historical and cultural milieu, and the direction of our individual life path.n The location at the entry point to the Big Sur Coast of California provides a unique outdoor laboratory in which to study the biology of the bay and the adjacent coastal lands. It is also an area with a deep cultural, literary and artistic history. We will meet marine biologists, experts in the literary history of Cannery Row and the writings of John Steinbeck, local artists and photographers, experts in the neuroscience of creativity, as well as people who are very much involved more »
Monterey Bay is home to the nation¿s largest marine sanctuary and also home to Stanford's Hopkins Marine Station. This course, based at Hopkins, explores the spectacular biology of Monterey Bay and the artistic and political history of the region. We will conduct investigations across all of these contexts toward an inclusive understanding of ¿place¿, ultimately to lead us to explore our own lives in relation to the natural world, historical and cultural milieu, and the direction of our individual life path.n The location at the entry point to the Big Sur Coast of California provides a unique outdoor laboratory in which to study the biology of the bay and the adjacent coastal lands. It is also an area with a deep cultural, literary and artistic history. We will meet marine biologists, experts in the literary history of Cannery Row and the writings of John Steinbeck, local artists and photographers, experts in the neuroscience of creativity, as well as people who are very much involved in the forces and fluxes that steer modern culture. This rich and immersive approach provides students a rare opportunity to reflect on their relationships to nature, culture, and their own individual goals.nThe course emphasizes interactions and discussions. We will be together all of the time, either at our base at the Belden House in Pacific Grove, hiking and camping in Big Sur¿s pristine Big Creek Reserve on the rocky coast, and traveling to the Tassajara Mountain Zen Center in the Ventana wilderness for several days. This is not an ordinary academic experience, instead it is an adventure of a personal, intellectual, spiritual and physical kind. We welcome people with wide interests; artists, poets, writers, engineers, scientists and musicians. Mostly we invite people with an open mind and a sense of adventure. nStudents are expected to have read the several books provided as introductory material before the course begins, and each is also expected to become our local expert in an area such as plant identification, bird identification, poetry, weather prediction, photography, history, ethnography, etc. The course requires an individual research project of your choice on a topic related to the general theme. Final reports will be presented at the last meeting of the group and may involve any medium, including written, oral, and performance media.n Note: This course will be held at the Hopkins Marine Station in the Monterey region, and housing will be provided nearby. Transportation from campus to the housing site will be provided once students arrive to campus on Monday, September 4 (Labor Day). Transportation to campus from the Belden House in Pacific Grove will be provided on Saturday, September 23.
Terms: Sum | Units: 2
Instructors: Thompson, S. (PI)

CEE 17SC: Water and Power in the Pacific Northwest: The Columbia River (EARTHSYS 16SC, HISTORY 29SC, POLISCI 14SC)

This seminar will explore the nature of and coupling between water and energy resources in the Pacific Northwest, using the Columbia River as our case study. We will explore the hydrologic, meteorologic, and geologic basis of water and energy resources, and the practical, social, environmental, economic, and political issues surrounding their development in the West. The Columbia River and its watershed provide a revealing prototype for examining these issues. A transnational, multi-state river with the largest residual populations of anadromous salmonids in the continental US, it provides a substantial fraction of the electrical energy produced in the Northwest (the Grand Coulee dam powerhouse on the Columbia is the largest-capacity hydropower facility in the US), it is a major bulk commodity transportation link to the interior West via its barge navigation system, it provides the water diversions supporting a large area of irrigated agriculture in Washington and Idaho, and its waters more »
This seminar will explore the nature of and coupling between water and energy resources in the Pacific Northwest, using the Columbia River as our case study. We will explore the hydrologic, meteorologic, and geologic basis of water and energy resources, and the practical, social, environmental, economic, and political issues surrounding their development in the West. The Columbia River and its watershed provide a revealing prototype for examining these issues. A transnational, multi-state river with the largest residual populations of anadromous salmonids in the continental US, it provides a substantial fraction of the electrical energy produced in the Northwest (the Grand Coulee dam powerhouse on the Columbia is the largest-capacity hydropower facility in the US), it is a major bulk commodity transportation link to the interior West via its barge navigation system, it provides the water diversions supporting a large area of irrigated agriculture in Washington and Idaho, and its watershed is home to significant sources of solar and wind energy. We will use the Columbia to study water and energy resources, and especially their coupling, in the context of rapid climate change, ecosystem impacts, economics, and public policy. We will begin with a week of classroom study and discussion on campus, preparing for the field portion of the seminar. We will then travel to the Columbia basin, spending approximately 10 days visiting a number of water and energy facilities across the watershed, e.g., solar, wind, and natural gas power plants; dams and reservoirs with their powerhouses, fish passage facilities, navigation locks, and flood-mitigation systems; an irrigation project; operation centers; and offices of regulatory agencies. We will meet with relevant policy experts and public officials, along with some of the stakeholders in the basin. Over the summer students will be responsible for assigned readings from several sources, including monographs, online materials, and recent news articles. During the trip, students will work in small groups to analyze and assess one aspect of the coupling between water and energy resources in the Northwest. The seminar will culminate in presentations on these analyses. Travel expenses during the seminar will be provided (except incidentals) by the Bill Lane Center for the American West and Sophomore College.
Terms: Sum | Units: 2

CHEMENG 12SC: An Exploration of Art Materials: The Intersection of Art and Science

There is growing interest in the intersection of art and science, whether from artists adapting technology to suit their visions or from scientists and engineers seeking to explain various visual effects. To take advantage of possible creative sparks at the art/science interface, it is necessary for fuzzies and techies to have some knowledge of the language used by the other side. This interface will be explored through examining approaches used by an artist and an engineer in the context of the materials science of cultural objects. In-class lectures, hands-on studio practice, and field trips will be used to illustrate these different perspectives. At the heart of the scientific approach is the notion that a cultural object, e.g., a painting, is a physical entity comprising materials with different physical properties and different responses to environmental stresses presented by light, heat, and water. In support of this outlook, in-class lectures and discussions will focus on the ba more »
There is growing interest in the intersection of art and science, whether from artists adapting technology to suit their visions or from scientists and engineers seeking to explain various visual effects. To take advantage of possible creative sparks at the art/science interface, it is necessary for fuzzies and techies to have some knowledge of the language used by the other side. This interface will be explored through examining approaches used by an artist and an engineer in the context of the materials science of cultural objects. In-class lectures, hands-on studio practice, and field trips will be used to illustrate these different perspectives. At the heart of the scientific approach is the notion that a cultural object, e.g., a painting, is a physical entity comprising materials with different physical properties and different responses to environmental stresses presented by light, heat, and water. In support of this outlook, in-class lectures and discussions will focus on the basic concepts of color, optics, mechanics, composite structures, and response of the object to environmental stress, and we will visit Bay Area museums to see how artists employ such techniques. The hands-on studio experience is designed to increase students' confidence and develop their appreciation of differences in materials. It is not necessary to have any artistic training, only a willingness to experiment. The in-class studio projects will include working with line and shadow; color, binders, and mordants; global sources of pigments; substrates and writing; and material failure. Students will make one technical presentation on a topic in one of the five areas relevant to a painting: color, optics, mechanics, composites, and stress response. In addition, they will prepare one essay on the issues surrounding the intersection of art and science. Finally, they will complete a project related to one of the thematic areas covered in the hands-on studio sessions and make a final oral presentation describing their project.
Terms: Sum | Units: 2 | UG Reqs: WAY-CE

COMPLIT 14SC: The Common Wind of the Afro-Caribbean Americas (ILAC 11SC)

How can the Caribbean explain the modern world? A study of Caribbean culture deepens our understanding of the dynamic between modernity and coloniality in our contemporary, neoimperial world. In this course we will focus on the non-Anglophone Antilles but also consider the culture of the Caribbean that transcends geographical definitions. Our shared theoretical language will build on the work of Anibal Quijano, Julius S. Scott, and a school of thought that centers Shakespeare's Caliban as a lens for understanding empire. Over the course of the three weeks, we will address major texts, thinkers, and historical events including Aimé Cesaire, José Martí, Frantz Fanon, Junot Diaz, Edwidge Danticat, Lin Manuel Miranda; a Caribbean-focused approach race, the Atlantic world, and revolution; and three wars (the Haitian Revolution, the Spanish-American War of 1898 and the Cuban Revolution).nn Students have the option of completing written work in Spanish. Those who wish to read selections in Spanish (when originally written in that language) are encouraged to do so.
Terms: Sum | Units: 2

CSRE 10SC: Inequality and Poverty in the United States (SOC 11SC)

Social inequality is a feature of all advanced industrial societies. However, some societies have more inequality than others, and some types of inequality are more prominent in some societies than in others. Inequality in the United States is greater than in many other industrialized nations and has increased dramatically in the past forty years. Economic inequality, for example, is greater today than any time since the 1920s. Growing public awareness of this inequality has sparked a vigorous debate among politicians and public protests in city streets; some that have turned violent. The Occupy Movement was driven largely by resentment against the growing concentration of economic privilege within a small segment of society. Inequality was a prominent theme in the Bernie Sanders presidential campaign. Despite these debates and protests, there is no consensus about whether anything should be done to stem this trend. This class will focus on three domains of inequality in the United Sta more »
Social inequality is a feature of all advanced industrial societies. However, some societies have more inequality than others, and some types of inequality are more prominent in some societies than in others. Inequality in the United States is greater than in many other industrialized nations and has increased dramatically in the past forty years. Economic inequality, for example, is greater today than any time since the 1920s. Growing public awareness of this inequality has sparked a vigorous debate among politicians and public protests in city streets; some that have turned violent. The Occupy Movement was driven largely by resentment against the growing concentration of economic privilege within a small segment of society. Inequality was a prominent theme in the Bernie Sanders presidential campaign. Despite these debates and protests, there is no consensus about whether anything should be done to stem this trend. This class will focus on three domains of inequality in the United States: social class, gender, and racial inequality. The assigned reading and discussions will examine theories and research about the origins of social inequality; how inequality and poverty is reproduced over time; the consequences of inequality and poverty; and what might be done to reduce inequality and poverty in American society. Students will be expected to help lead and participate in class discussions, and to complete a weekly assignment based on the readings. nnIn addition to the in-class instruction, students will have an opportunity to engage in public service activities directly related to poverty and inequality. Students will work with the Director of Community Engaged Learning (DCEL) from the Center for Comparative Studies in Race and Ethnicity who will assist with their participation in activities connected with social service agencies in the area, including agencies that deal with homelessness, food insecurity, and other needs.
Terms: Sum | Units: 2
Instructors: Grusky, D. (PI)

EARTHSYS 16SC: Water and Power in the Pacific Northwest: The Columbia River (CEE 17SC, HISTORY 29SC, POLISCI 14SC)

This seminar will explore the nature of and coupling between water and energy resources in the Pacific Northwest, using the Columbia River as our case study. We will explore the hydrologic, meteorologic, and geologic basis of water and energy resources, and the practical, social, environmental, economic, and political issues surrounding their development in the West. The Columbia River and its watershed provide a revealing prototype for examining these issues. A transnational, multi-state river with the largest residual populations of anadromous salmonids in the continental US, it provides a substantial fraction of the electrical energy produced in the Northwest (the Grand Coulee dam powerhouse on the Columbia is the largest-capacity hydropower facility in the US), it is a major bulk commodity transportation link to the interior West via its barge navigation system, it provides the water diversions supporting a large area of irrigated agriculture in Washington and Idaho, and its waters more »
This seminar will explore the nature of and coupling between water and energy resources in the Pacific Northwest, using the Columbia River as our case study. We will explore the hydrologic, meteorologic, and geologic basis of water and energy resources, and the practical, social, environmental, economic, and political issues surrounding their development in the West. The Columbia River and its watershed provide a revealing prototype for examining these issues. A transnational, multi-state river with the largest residual populations of anadromous salmonids in the continental US, it provides a substantial fraction of the electrical energy produced in the Northwest (the Grand Coulee dam powerhouse on the Columbia is the largest-capacity hydropower facility in the US), it is a major bulk commodity transportation link to the interior West via its barge navigation system, it provides the water diversions supporting a large area of irrigated agriculture in Washington and Idaho, and its watershed is home to significant sources of solar and wind energy. We will use the Columbia to study water and energy resources, and especially their coupling, in the context of rapid climate change, ecosystem impacts, economics, and public policy. We will begin with a week of classroom study and discussion on campus, preparing for the field portion of the seminar. We will then travel to the Columbia basin, spending approximately 10 days visiting a number of water and energy facilities across the watershed, e.g., solar, wind, and natural gas power plants; dams and reservoirs with their powerhouses, fish passage facilities, navigation locks, and flood-mitigation systems; an irrigation project; operation centers; and offices of regulatory agencies. We will meet with relevant policy experts and public officials, along with some of the stakeholders in the basin. Over the summer students will be responsible for assigned readings from several sources, including monographs, online materials, and recent news articles. During the trip, students will work in small groups to analyze and assess one aspect of the coupling between water and energy resources in the Northwest. The seminar will culminate in presentations on these analyses. Travel expenses during the seminar will be provided (except incidentals) by the Bill Lane Center for the American West and Sophomore College.
Terms: Sum | Units: 2

ECON 13SC: Economic Policies of the Presidential Candidates

In nearly all polls, American voters rank the economy as one of their most important concerns. In the presidential election, full debates are dedicated to questions of economic policy. In this course, we will delve deeply into economic policy issues to understand options for government intervention and possible outcomes. Focus will be on the economic issues, not on the political aspects of the campaign. Specific areas of interest will be taxation, budget, entitlement programs, economic regulation and competition policy, trade, demography, income inequality, and monetary policy. We expect to incorporate timely and salient economic issues as they arise during the course of the campaign. The course will include four days of meetings in Washington, DC with economic policy analysts. Students will be expected to write a short paper and make an oral presentation to the class. A wide range of topics will be acceptable, including those directly related to campaign issues as well as other long-term economic issues facing the country. Sophomore College course, applications required by deadline April 5, 2016. Apply at http://soco.stanford.edu.
Terms: Sum | Units: 2

EDUC 15SC: Remix | Reading and Writing DJ Culture

"last night a DJ saved my life" --Indeep (1982 song) In a moment that has been widely described being defined by "remix culture," what might we learn from the traditions and practices of the artists who gave us the remix? This course looks at the DJ as an crucial figure, a rhetor even, who influences both US and world culture and examines the DJ's practices as writing practices. From there we ask how other kinds of writing--public, academic, creative--can be informed by DJs and DJ culture. We will study specific practices like scratching, remixing, and the mixtape as well as different approaches and spaces in which DJs have shaped culture, from disco to Hip Hop to world music, from radio DJs to party DJs to beat-juggling and turntablism. In addition to our readings, viewings and work in class, participants in the course will be able to participate in a DJ workshop introducing basic techniques like mixing, and will attend at least 1 live DJ set in San Francisco or Oakland. The course will make turntables and a DJ controller available for students to work on mixes and DJ techniques live, in class.
Terms: Sum | Units: 2
Instructors: Banks, A. (PI)

EE 11SC: Dream It, Build It!

The world is filled with electronic devices! There seem to be more and more all the time. Wouldn't it be cool to hack and build stuff? Bend electronics to your will? Cloud connect your own stuff? Dream It, Build It is a great place to start. Designed for folks with no experience, it will take you from zero to capable in short order. We will show you some of the worst kept secrets of how things are built and help you build stuff of your own. We'll start out with some basics about how to build things, how to measure things, how to hook stuff together and end up being able to make cloud-connected gizmos. [This is a SOPHOMORE COLLEGE course. Visit soco.stanford.edu for full details.]
Terms: Sum | Units: 2
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