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331 - 340 of 561 results for: Medicine

LAW 675: Human Trafficking: Historical, Legal, and Medical Perspectives

This course offers an interdisciplinary approach to understanding the extent and complexity of the global phenomenon of human trafficking, including trafficking for forced prostitution, labor exploitation, and organ harvesting. In each of these areas, we will focus on human rights violations and remedies. The course aims to: 1. Provide the historical context for the development and spread of human trafficking. 2. Analyze current international and domestic legal and policy frameworks to combat trafficking and evaluate their practical implementation. 3. Examine the medical, psychological, and public health issues involved. 4. Stimulate ideas for new interventions. Instruction will combine lectures and small group discussion, and uses problem-based learning. Students interested in service learning should also enroll in History 6W/7W ( FemGen 6W/7W), a two-quarter service learning workshop. Elements used in grading: Attendance; participation; written assignments; and final exam. This class is cross-listed with Feminist, Gender and Sexuality Studies ( FEMGEN 5C, FEMGEN 105C), History ( HISTORY 5C, 105C), Human Biology ( HUMBIO 178T), International Relations ( INTNLREL 105C) & School of Medicine General ( SOMGEN 205).
Terms: Spr | Units: 3

LAW 681W: When Research Goes Bad

Research is the application of systematic methods for purposes of producing generalizable knowledge. In some cases, individuals research on their own; at other times, they work within a range of organizations, such as business entities, universities or other nonprofits. The products of research have powerful effects: they alter human understanding-how we see ourselves and the world; they influence government, policies, and markets; they also shape lifestyles, diets, education, and medical care. In addition, research findings may bring adulation and wealth to the researchers who produce them. Unethical research processes and false research findings ("bad research") can be extremely damaging. They may set science, medicine, business, and social policy in the wrong direction; they invariably waste money; and, directly or indirectly, they are likely to harm the very people they promise to benefit. Bad research is sometimes the result of intentional wrongdoing, but it may also stem from carelessness, "honest" mistakes, and unconscious biases. Through a selection of intriguing case studies and other accounts, this discussion group will explore instances in which research has taken a wrong turn, or is perceived to have done so. What are the consequences for society? What are the consequences for the researchers and their subjects? What ethical, legal and policy questions arise? And what institutional structures can best address these challenges? Begin in Winter Quarter and run through Spring Quarter. Class meeting dates: The class will meet in the evening. Exact meeting time and dates to be determined by instructor. DISCUSSIONS IN ETHICAL & PROFESSIONAL VALUES COURSES RANKING FORM: To apply for this course, 2L, 3L and Advanced Degree students must complete and submit a Ranking Form available on the SLS Registrar's Office website (see Registration). See Ranking Form for instructions and submission deadline. Elements used in grading: Class attendance at all sessions and class participation.
Terms: Spr | Units: 1

LAW 684: Conflicts, Ethics, and the Academy

This course looks at conflicts of interest and ethical issues as they arise within academic work. The participants will be drawn from schools and departments across the University so that the discussion will prompt different examples of, and perspectives on, the issues we discuss. Topics will include the conflicts that arise from sponsored research, including choices of topics, shaping of conclusions, and nondisclosure agreements; issues of informed consent with respect to human subjects research, and the special issues raised by research conducted outside the United States; peer review, co-authorship, and other policies connected to scholarly publication; and the ethics of the classroom and conflicts of interest implicating professor-student relationships. Representative readings will include Marcia Angell's work, Drug Companies and Doctors: A Story of Corruption, N.Y. Rev. Books, Jan. 15, 2009, and Is Academic Medicine for Sale? 342 N. Engl. J. Med. 1516 (2000) (and responses); William R. Freudenburg, Seeding Science, Courting Conclusions: Reexamining the Intersection of Science, Corporate Cash, and the Law, 20 Sociological Forum 3 (2005); Max Weber, Science as a Vocation; legal cases; and conflict-of-interest policies adopted by various universities and professional organizations. The course will include an informal dinner at the end of each session. The goal of the course is to have students across disciplines think about the ethical issues they will confront in an academic or research career. Elements used in grading: attendance, participation, and two short reflection papers. Cross-listed with Ethics in Society ( ETHICSOC 301). Non-law students should enroll in ETHICSOC 301.
Terms: Spr | Units: 3

LAW 727: Health Law: Quality and Safety of Care

Concerns about the quality of health care, along with concerns about its cost and accessibility, are the focal points of American health policy. This course will consider how legislators, courts, and professional groups attempt to safeguard the quality and safety of the health care patients receive. The course approaches "regulation" in a broad sense. We will cover regimes for determining who may deliver health care services (e.g. licensing and accreditation agencies), legal and ethical obligations providers owe to patients (e.g. confidentiality, informed consent), individual and institutional liability for substandard care, and various proposals for reforming the medical malpractice system. We will also discuss the Patient Protection and Affordable Care Act (aka, "Obamacare"), which is launching many new initiatives aimed at assuring or improving health care quality. Special Instructions: Any student may write a paper in lieu of the final exam with consent of instructor. After the term begins, students accepted into the course can transfer from section (01) into section (02), which meets the R requirement, with consent of the instructor. Elements used in grading: Class Participation, Exam or Final Paper. (Cross-listed with School of Medicine - MED 209)
Last offered: Spring 2015

LAW 744: Moral Minds

Recent psychological advances in our understanding of the cognitive and social origins of morality cast a new light on age-old questions about ethics, such as: How did our moral sense evolve in our species? How does it develop over our lifetime? How much does our culture, religion, or politics determine our moral values? What is the role of intuition and emotion in moral judgment? How "logical" is moral judgment? How do other people's moral choices affect us? Does character matter or is behavior entirely dictated by the situations we find ourselves in? If it is purely situational, are we morally responsible for anything? How far will we go to convince ourselves that we are good and moral? We will review empirical answers to these questions suggested by behavioral research, and explore their implications for ethics. Open to all graduate students, including advanced degree candidates at the professional schools (law, business, medicine, computer science, education, etc.). Enrollment limited to 16 by consent of instructors. Elements used in grading: Class Participation, Attendance, Readings. CONSENT APPLICATION: Students enrolled in the course will be selected through an application process. The application can be found at http://web.stanford.edu/~arnewman/MoralMinds.fb, and is due at 11:59 p.m. on November 14, 2014. Cross-listed with Ethics in Society ( ETHICSOC 304) and Psychology ( PSYCH 264).
Last offered: Winter 2015

LAW 762: Health Law: Improving Public Health

This course examines how the law can be used to improve the public's health. The major themes explored are, what authority does the government have to regulate in the interest of public health? How are individual rights balanced against this authority? What are the benefits and pitfalls of using laws and litigation to achieve public health goals? The course investigates these issues as they operate in a range of specific contexts in public health, including the control and prevention of infectious disease; laws aimed at preventing obesity and associated noncommunicable diseases; tobacco regulation; ensuring access to medical care; reproductive health; lawsuits against tobacco, food, and gun companies; and public health emergencies. In these contexts, we will ask and answer questions such as, what do the Constitution and key statutes permit? What makes a good public health law? What does public health evidence tell us about the likely effectiveness of particular legal interventions? What ethical and economic arguments justify government intervention to shape individuals' and companies' health-related behaviors? Instruction is through interactive lectures with a significant amount of class discussion and some group exercises. Class Participation, Written Assignments, Final Exam. Cross-listed with Medicine ( MED 237).
Last offered: Spring 2015

LAW 782: U.S. Human Rights NGOs and International Human Rights

Many US human rights non-government organizations, including the US philanthropic sector, work on international human rights. The US government also engages with the private sector in "partnerships" that twins US foreign aid human rights action with corporate expertise. This weekly series will feature speakers who lead these human rights NGOs, philanthropic enterprises, and corporate partnerships, and also policy experts and scholars, to explore the pro's and con's of this scenario. Cross-lsited with Ethics in Society ( ETHICSOC 15R), International Policy Studies ( IPS 271A), Medicine ( MED 225) and Political Science ( POLISCI 203).
Last offered: Winter 2015

LAWGEN 116N: Guns, Drugs, Abortion, and Empirical Evaluation of Law and Policy

Guns, Drugs, Abortion, Capital Punishment, Policing and Prisons, and Other Uncontroversial Topics in the Empirical Evaluation of Law and Policy Do guns make us safer? Can mass shootings be stopped? What is the true cost of the war on drugs and is legalization the answer? Why does the US have the most prisoners in the world and what are the social ramifications? Did the legalization of abortion reduce crime in the 1990s? Did capital punishment? Is the criminal justice system racially biased? These are some of the questions we will address by reading major empirical studies evaluating the impact of law and policy in the arena of criminal justice. This course has been modified from my law school course so that it is accessible to those with little or no statistical or economic background but who are willing to grapple with the intuitions behind such studies, which will be a main focus of the course readings. The seminar should appeal to anyone interested in understanding core issues in criminal justice policy, the challenges in answering empirical questions with data, and the intuition behind the statistical techniques that define the credibility revolution in empirical evaluation. The goal is to help students be more aware that many beliefs and policy positions are based on factual premises for which the empirical support is weak or nonexistent, or even directly contradictory, and how better to empirically ascertain truths about the world and align them with our policy preferences. Successful completion of the course will enable students to more effectively understand and critically evaluate the strengths and weaknesses of the empirical studies that constantly appear in the media and policy discourse, to comprehend the challenges in establishing true causal relationships in the fields of law, policy, and medicine, and to better understand how ideologues and motivated researchers contribute to the vast array of conflicting studies in these domains.
Terms: Aut | Units: 3 | UG Reqs: WAY-AQR, WAY-SI
Instructors: Donohue, J. (PI)

MATSCI 81N: Bioengineering Materials to Heal the Body

Preference to freshmen. How scientists and engineers are designing new materials for surgeon to use in replacing body parts such as heart tissue or the spinal cord. How cells, in the body and transplanted stem cells, communicate with implanted materials. Real-world examples of materials developed for tissue engineering and regenerative medicine therapies. Students identify a clinically important disease or injury that requires a better material, research approaches to the problem, and debate possible engineering solutions.
Last offered: Winter 2011 | UG Reqs: GER:DB-EngrAppSci

MATSCI 381: Biomaterials in Regenerative Medicine (BIOE 361)

Materials design and engineering for regenerative medicine. How materials interact with cells through their micro- and nanostructure, mechanical properties, degradation characteristics, surface chemistry, and biochemistry. Examples include novel materials for drug and gene delivery, materials for stem cell proliferation and differentiation, and tissue engineering scaffolds. Prerequisites: undergraduate chemistry, and cell/molecular biology or biochemistry.
Terms: Aut | Units: 3
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