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361 - 370 of 628 results for: Medicine

LAW 806A: Policy Practicum: Voting Technology

CLIENT: Committee on the Future of Voting of the National Academies of Sciences. The Committee on the Future of Voting is seeking Practicum research support for an exhaustive study of technology, standards, and resources for voting technologies, including challenges related to the 2016 election. As described on the website for National Academies of Science, Engineering, & Medicine, this "ad hoc committee, under the auspices of the Committee on Science, Technology and Law and the Computer Science and Telecommunications Board, will conduct a study that will: (1) document the current state of play in terms of technology, standards, and resources for voting technologies; (2) examine challenges arising out of the 2016 federal election; (3) evaluate advances in technology currently (and soon to be) available that may improve voting; and (4) offer recommendations that provide a vision of voting that is easier, accessible, reliable, and verifiable. The committee will issue a report at the conclusion of the study." Students in this Practicum will summarize the available literature and government reports on the state of voting technology and develop a bibliography to aid the Committee. The Practicum seeks to build a graduate team of students from law, computer science, and political science to examine issues specific to their academic areas. Students will meet regularly with Professor Persily one on one or in small teams, depending on the project. Additional information on the Committee can be found at the following link: http://sites.nationalacademies.org/PGA/stl/voting/index.htm. Students may enroll in any quarter and those seeking R credit may, with consent of the instructor, move from Section 1 (2 credits) to Section 2 (3 credits for R work), during the first week of the term. Elements used in grading: Class Participation, Final Paper.
Terms: Aut, Win, Spr | Units: 3 | Repeatable for credit
Instructors: Persily, N. (PI)

LAW 806I: Policy Practicum: Diversity and Inclusion in Legal Education

Diversity and inclusion are critical to the creation of positive educational environments -- classrooms, co-curricular and extra-curricular settings in which the very hardest questions can be asked, the most imaginative answers explored, and different perspectives heard. Diversity and inclusion also promote academic freedom by creating climates in which faculty and students can challenge conventional wisdom, expose cognitive biases, and develop innovative ideas. For lawyers, and therefore for law students, the ability to communicate, collaborate, negotiate, and advocate across cultural differences (what the literature refers to as "cultural competence") is intimately linked to professional competence given the diversity of 21st century legal workplaces, the range of clients (both individual and institutional) lawyers represent, the increasingly global nature of all areas of legal practice, and of course the heterogeneity of legal, social, moral, economic, and political problems lawyers are asked to solve in a pluralistic society. As some of the most acute legal problems involve persistent failures of the law itself in the treatment of racial, ethnic, religious and other minorities, the manner in which cultural competence is addressed in legal education is of singular importance. The American Bar Association has tied cultural competence to professional competence in its new legal education standards and parallel provisions in some state bar admission standards have been developed in response to the ABA. In other professions (e.g., medicine, social work, psychology, and psychiatry) cultural competence and inclusive learning and workplace practices are core elements of professional training. Nationally, however, law schools have lagged behind other professions in the development and implementation of curricular initiatives to teach this core professional skill. National and state bar associations have spent decades reporting on persistent underrepresentation, bias (particularly with respect to race and gender), and discrimination in the practice of law. However, the distinctive responsibilities of law schools to structure legal education to promote equity in the profession has received less attention. According to 2010 Census data, people of color comprise approximately 36 percent of the population of the United States and they make up a comparable percentage of Stanford Law School's entering classes. However, underrepresentation persists for some racial and ethnic minorities in entering law school classes, and the gaps widen once lawyers of color enter practice, especially at elite levels of the bar (tenured faculty positions, deanships, equity law partnerships, general counsels, and the bench). Although there is relative gender parity in Stanford Law School's entering classes, underrepresentation persists nationally in bar admission and especially at elite levels of the bar. In this policy practicum, students will have the opportunity to work with the Stanford Law School Working Group on Diversity and Inclusion to research and develop a wide range of policy initiatives on these and related issues. The goal will not just be to study and recommend adoption of best practices but to explore and innovate new practices. Elements used in grading: Attendance and Written Assignments. NOTE: Students may not count more than a combined total of eight units of directed research projects and policy lab practica toward graduation unless the additional counted units are approved in advance by the Petitions Committee. Such approval will be granted only for good cause shown. Even in the case of a successful petition for additional units, a student cannot receive a letter grade for more than eight units of independent research (Policy Lab practicum, Directed Research, Senior Thesis, and/or Research Track). Any units taken in excess of eight will be graded on a mandatory pass basis. For detailed information, see "Directed Research/Policy Labs" in the SLS Student Handbook. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available on the SLS website (Click Courses at the bottom of the homepage and then click Consent of Instructor Forms). See Consent Application Form for instructions and submission deadline.
Terms: Spr | Units: 1-3 | Repeatable for credit

LAW 3002: Health Law: Quality and Safety of Care

(Formerly Law 727) 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 2017

LAW 3009: Health Law: Improving Public Health

(Formerly Law 762) This course examines how the law can be used to improve the public's health. The major questions 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; preventing obesity; reducing tobacco use; ensuring access to medical care; reducing firearm injuries; and responding to 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? Where do we see success stories---and failures---in public health law? 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).
Terms: Spr | Units: 3
Instructors: Mello, M. (PI)

LAW 5029: Human Trafficking: Historical, Legal, and Medical Perspectives

(Formerly Law 675) 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).
Last offered: Winter 2017

MATSCI 81N: Bioengineering Materials to Heal the Body

Preference to freshmen. Real-world examples of materials developed for tissue engineering and regenerative medicine therapies. How scientists and engineers design new materials for surgeons to use in replacing body parts such as damaged heart or spinal cord tissue. How cells interact with implanted materials. Students identify a clinically important disease or injury that requires a better material, proposed research approaches to the problem, and debate possible engineering solutions.
Terms: Aut | Units: 3 | UG Reqs: GER:DB-EngrAppSci

MATSCI 83N: Great Inventions That Matter

This introductory seminar starts by illuminating on the general aspects of creativity, invention, and patenting in engineering and medicine, and how Stanford University is one of the world's foremost engines of innovation. We then take a deep dive into some great technological inventions which are still playing an essential role in our everyday lives, such as fiber amplifier, digital compass, computer memory, HIV detector, personal genome machine, cancer cell sorting, brain imaging, and mind reading. The stories and underlying materials and technologies behind each invention, including a few examples by Stanford faculty and student inventors, are highlighted and discussed. A special lecture focuses on the public policy on intellectual properties (IP) and the resources at Stanford Office of Technology Licensing (OTL). Each student will have an opportunity to present on a great invention from Stanford (or elsewhere), or to write a (mock) patent disclosure of his/her own ideas.
Last offered: Spring 2017 | UG Reqs: WAY-SMA

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: Spr | Units: 3

ME 571: Surgical Robotics Seminar (CS 571)

Surgical robots developed and implemented clinically on varying scales. Seminar goal is to expose students from engineering, medicine, and business to guest lecturers from academia and industry. Engineering and clinical aspects connected to design and use of surgical robots, varying in degree of complexity and procedural role. May be repeated for credit.
Last offered: Autumn 2016 | Repeatable for credit

MED 1A: Leadership in Multicultural Health

Designed for undergraduates serving as staff for the Stanford Medical Youth Science Summer Residential Program (SRP). Structured opportunitie to learn, observe, participate in, and evaluate leadership development, multicultural health theories and practices, and social advocacy. Utilizes service learning as a pedagogical approach to developing an understanding of the intersections between identity, power and privilege and disparities (health, education, environment), fostering knowledge and skills to become social advocates to address forms of inequities. Students explore approaches for identifying and tackling issues of equity (health and education) as well as learn fundamental skills necessary to implement activities for the Summer Residential Program.
Terms: Spr | Units: 2
Instructors: Shorter, A. (PI)
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