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61 - 70 of 95 results for: PATHWAYS::* ; Currently searching offered courses. You can also include unoffered courses

LAW 805P: Policy Practicum: Incentivizing Renewable Energy Storage and Transmission

The two key enablers of renewable energy today are storage and transmission. Storage -- using batteries, thermal systems, compressed air, water pumping and beyond -- is critical to dealing with the intermittency of solar and wind by shifting the use of electricity from when it is generated to when there is greater customer need and economic value -- whether over an hour, day or month. Transmission is critical because resource-rich areas of generation tend to be located far from urban load centers, plus local variations in sun and wind can be smoothed out with significant inter-regional transmission connections. Transmission development in the U.S. is inadequate today largely because of conflicts at the state and federal level over siting and cost allocation. Storage is relatively immature technologically, the costs of a number of promising options are high, and key state and federal policies governing its deployment need further development. Yet, without rapid and cost-effective deployment of storage and transmission, the environmental and economic promise of renewables will not be realized. Dan Reicher and Jeff Brown, who teach energy courses at the Stanford Law and Business schools, will guide the I-REST Policy Practicum research team in exploring policy, finance and technology tools that could accelerate the development and deployment of U.S. storage and transmission projects. Student researchers will work closely with Dan and Jeff to address key issues. Some examples of these issues include: 1. Many storage technologies are not fully cost competitive in the absence of an adequate price for avoided carbon emissions. As a result, gas turbines often have to fill the gap when solar and wind are not available. Without a significant price on carbon, what are the optimum federal policy and finance tools to incentivize storage projects -- grants, tax credits, loan guarantees, MLPs/REITs, contract for differences, credits for low-carbon capacity, etc? 2. Storage is part of a larger package of options -- demand response, efficiency, grid management, fast-firing gas turbines -- to deal with intermittent renewables. What are the state and federal policy options, and associated investment vehicles, that can best ensure smart and cost-effective integration of these approaches. 3. Recent multi-state transmission projects have pitted developers against the states that are in the path of the line but do not benefit from either the generation or sale of the green electricity. In some situations the federal government has had to assert its eminent domain authority, including through the DOE-controlled Power Marketing Administrations. How do we better balance these various interests in siting multi-state transmission projects? 4. Like storage options, major, regionally dispersed transmission networks might be an effective way to move renewable and low-carbon energy to demand centers in response to hourly, daily and seasonal variations in renewable energy production. However, these transmission lines tend to be challenging financially because of relatively low usage levels. What policy and financing tools might advance this different business model? 5. Typically high voltage alternating current (A.C.) transmission lines become economically challenged at distances beyond 600 miles, with load losses and carrying capacity dropping rapidly with distance. More robust and efficient, direct current (D.C.) lines require special converter stations and other major equipment to rejoin local grids. How should federal government policymakers and regulators weigh in on this technological issue and what are potential financing tools? Research results, in the form of memos and an overall white paper or report will help guide the transition team for the new President, the incoming Administration, and the new Congress in formulating policies and supporting investment that can help advance progress on transmission and storage thereby enabling accelerated renewable energy deployment and reductions in greenhouse gas emissions. Associated briefings in Washington, D.C. may be arranged with students making the trip. As described above, storage and transmission issues present a complex set of legal, regulatory, engineering, economic and financial challenges. Therefore, the research team seeks graduate students from law, business, engineering, economics, and public policy. Through this interdisciplinary research and learning environment, the team will leverage approaches across fields to produce a robust, integrated set of research findings that will also be featured on both the Policy Lab and Steyer-Taylor websites. After the term begins, and with the consent of the instructor, students accepted into the course may transfer from Section 01 (2 units) to Section 2 (3 units), which meets the R requirement. Elements used in grading: Class Participation, Attendance, Written Assignments, Final Paper. -- 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, Directed Writing, 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: Aut | Units: 3 | Repeatable for credit

LAWGEN 115N: Human Rights Advocacy

What are the origins of the human rights movement and where is it headed? What does it mean to be a human rights activist? What are the main challenges and dilemmas facing those engaged in human rights advocacy? In the space of 60 years, human rights advocates have transformed a marginal utopian ideal into a central element of global discussion, if not practice. In this seminar we will examine the actors and organizations behind this remarkable development as well as the vast challenges faced by advocates in the recent past and today. Together, we will learn to be critical of, as well as to think, and act, like human rights advocates. This seminar will introduce you to some the main debates and dilemmas within the human rights movement. We will consider and understand the differing agendas of western international nongovernmental organizations (INGOs) and their counterparts in the frequently non-western) developing world, as well as tensions between and among rights advocates along other important dimensions (civil and political vs. economic, social and cultural rights; rights promotion through engagement of powerful actors vs. challenging structures of power, etc.). The seminar seeks to develop your ability: 1) to understand human rights and social justice issues as contested political, legal and cultural phenomena; 2) to review advocacy texts, videos and other interventions critically; 3) to appreciate the political dimensions of efforts to promote human rights; 4) to understand how recent history constrains and structures options and possibilities for social intervention to promote rights and justice. During the course of the quarter you will be required to submit several short reflection papers and develop a human rights advocacy campaign.
Terms: Aut | Units: 3

MED 147: Methods in Community Assessment, Evaluation, and Research (CHPR 247, MED 247)

Development of pragmatic skills for design, implementation, and analysis of structured interviews, focus groups, survey questionnaires, and field observations. Topics include: principles of community-based participatory research, including importance of dissemination; strengths and limitations of different study designs; validity and reliability; construction of interview and focus group questions; techniques for moderating focus groups; content analysis of qualitative data; survey questionnaire design; and interpretation of commonly-used statistical analyses.
Terms: Spr | Units: 3
Instructors: Kiernan, M. (PI)

MED 202: Alternative Spring Break: Rosebud Resilience: Community, Health and Learning in Lakota Nation

Open to MD, graduate, and undergraduate students. Classroom preparation followed by a one week spring break service learning experience on a reservation in South Dakota. Introduces students to the challenges and promise of Native American and rural health care, and the role of communities as leaders and problem solvers. Includes lectures, discussion and readings pertaining to Native American culture, current research in Native American health, and the methods and practice of community based participatory research.
Terms: Win | Units: 1

MED 212: Methods for Health Care Delivery Innovation, Implementation and Evaluation (CHPR 212, HRP 218)

Preference given to postgraduate fellows and graduate students. Focus is on implementation science and evaluation of health care delivery innovations. Topics include implementation science theory, frameworks, and measurement principles; qualitative and quantitative approaches to designing and evaluating new health care models; hybrid design trials that simultaneously evaluate implementation and effectiveness; distinction between quality improvement and research, and implications for regulatory requirements and publication; and grant-writing strategies for implementation science and evaluation. Students will develop a mock (or actual) grant proposal to conduct a needs assessment or evaluate a Stanford/VA/community intervention, incorporating concepts, frameworks, and methods discussed in class. Priority for enrollment for CHPR 212 will be given to CHPR master's students.
Terms: Win | Units: 2

MED 228: Physicians and Social Responsibility

Social and political context of the roles of physicians and health professionals in social change; policy, advocacy, and shaping public attitudes. How physicians have influenced governmental policy on nuclear arms proliferation; environmental health concerns; physicians in government; activism through research; the effects of poverty on health; homelessness; and gun violence. Guest speakers from national and international NGOs.
Terms: Aut | Units: 1
Instructors: Laws, A. (PI)

MED 235: Designing Research-Based Interventions to Solve Global Health Problems (AFRICAST 135, AFRICAST 235, EDUC 135, EDUC 335, HRP 235, HUMBIO 26)

The excitement around social innovation and entrepreneurship has spawned numerous startups focused on tackling world problems, particularly in the fields of education and health. The best social ventures are launched with careful consideration paid to research, design, and efficacy. This course offers students insights into understanding how to effectively develop, evaluate, and scale social ventures. Using TeachAIDS (an award-winning nonprofit educational technology social venture used in 78 countries) as a primary case study, students will be given an in-depth look into how the entity was founded and scaled globally. Guest speakers will include world-class experts and entrepreneurs in Philanthropy, Medicine, Communications, Education, and Technology. Open to both undergraduate and graduate students.
Terms: Win | Units: 3-4

MED 247: Methods in Community Assessment, Evaluation, and Research (CHPR 247, MED 147)

Development of pragmatic skills for design, implementation, and analysis of structured interviews, focus groups, survey questionnaires, and field observations. Topics include: principles of community-based participatory research, including importance of dissemination; strengths and limitations of different study designs; validity and reliability; construction of interview and focus group questions; techniques for moderating focus groups; content analysis of qualitative data; survey questionnaire design; and interpretation of commonly-used statistical analyses.
Terms: Spr | Units: 3
Instructors: Kiernan, M. (PI)

MED 255C: The Responsible Conduct of Research for Clinical and Community Researchers (CHPR 255)

Engages clinical researchers in discussions about ethical issues commonly encountered during their clinical research careers and addresses contemporary debates at the interface of biomedical science and society. Graduate students required to take RCR who are or will be conducting clinical research are encouraged to enroll in this version of the course. Prequisite: research experience recommended.
Terms: Aut, Win, Spr | Units: 1
Instructors: Stafford, R. (PI)

OIT 333: Design for Extreme Affordability

This course is a Bass Seminar. Project course jointly offered by School of Engineering and Graduate School of Business. Students apply engineering and business skills to design product or service prototypes, distribution systems, and business plans for entrepreneurial ventures that meet that challenges faced by the world's poor. Topics include user empathy, appropriate technology design, rapid prototype engineering and testing, social technology entrepreneurship, business modeling, and project management. Weekly design reviews; final course presentation. Industry and adviser interaction. Limited enrollment via application; see http://extreme.stanford.edu/index.html for details.
Terms: Win | Units: 4
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