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371 - 380 of 1170 results for: all courses

EMED 127: Health Care Leadership (EMED 227, PUBLPOL 127, PUBLPOL 227)

Healthcare Leadership class brings eminent healthcare leaders from a variety of sectors within healthcare to share their personal reflections and insights on effective leadership. Speakers discuss their personal core values, share lessons learned and their recipe for effective leadership in the healthcare field, including reflection on career and life choices. Speakers include CEOs of healthcare technology, pharmaceutical and other companies, leaders in public health, eminent leaders of hospitals, academia, biotechnology companies and other health care organizations. The class will also familiarize the students with the healthcare industry, as well as introduce concepts and skills relevant to healthcare leadership. This course must be taken for a minimum of 3 units and a letter grade to be eligible for Ways credit. Students taking the course Mondays and Wednesdays should enroll for 4 units (exceptions for a 3 unit registration can be made with the consent of instructor to be still eligible for Ways credit). Students taking the course on Wednesdays only should register for 2 units.
Last offered: Winter 2020 | UG Reqs: WAY-ED, WAY-SI | Repeatable for credit

ENGLISH 33N: A Way of Life: Historic Journeys to Sacred Places

In a world of touchscreens and instant knowledge, going on a journey for the good of the soul might seem weird. But pilgrimage has witnessed a huge resurgence. Why? We'll study the global pilgrimage through its long history, constructing tour guides and maps for visiting the world's most sacred places. From Italy to Japan to India to Saudi Arabia and Britain, these often-spectacular routes inspire and test travelers. What motivates these journeys? What happens once we get there?
Terms: Sum | Units: 3 | UG Reqs: WAY-A-II, WAY-SI
Instructors: Treharne, E. (PI)

ENGLISH 39Q: Were They Really "Hard Times"? Mid-Victorian Social Movements and Charles Dickens (HISTORY 39Q)

"It was a town of red brick, or of brick that would have been red if the smoke and ashes had allowed it." So begins Charles Dickens description of Coketown in Hard Times. And it only seems to get more grim from there. But the world that Dickens sought to portray in the novel was a hopeful one, too. And that tension is our starting point. The intent of this class is to more closely examine mid-Victorian Britain in light of Dickens' novel, with particular focus on the rise of some of our modern social movements in the 19th century. While things like the labor movement, abolitionism, feminism, and environmentalism, are not the same now as they were then, this class will explore the argument that the 21st century is still, in some ways, working out 19th century problems and questions. At the same time, this is also a course that seeks to expand the kinds of sources we traditionally use as historians. Thus, while recognizing that literary sources are particularly complex, we will use Hard T more »
"It was a town of red brick, or of brick that would have been red if the smoke and ashes had allowed it." So begins Charles Dickens description of Coketown in Hard Times. And it only seems to get more grim from there. But the world that Dickens sought to portray in the novel was a hopeful one, too. And that tension is our starting point. The intent of this class is to more closely examine mid-Victorian Britain in light of Dickens' novel, with particular focus on the rise of some of our modern social movements in the 19th century. While things like the labor movement, abolitionism, feminism, and environmentalism, are not the same now as they were then, this class will explore the argument that the 21st century is still, in some ways, working out 19th century problems and questions. At the same time, this is also a course that seeks to expand the kinds of sources we traditionally use as historians. Thus, while recognizing that literary sources are particularly complex, we will use Hard Times as a guide to our exploration to this fascinating era. We will seek both to better understand this complex, transitional time and to assess the accuracy of Dickens' depictions of socio-political life.nnnThrough a combination of short response papers, creative Victorian projects (such as sending a hand-written letter to a classmate), and a final paper/project, this course will give you the opportunity to learn more about the 19th century and the value of being historically minded.nnnAs a seminar based course, discussion amongst members of the class is vital. The class will be delivered online using a combination of both synchronous and asynchronous modes. All students are welcome
Terms: Spr | Units: 3 | UG Reqs: WAY-ER, WAY-SI

ENGLISH 54N: Visible Bodies: Black Female Authors and the Politics of Publishing in Africa (AFRICAAM 140N, AFRICAST 51N, HISTORY 41N)

Where are the African female writers of the twentieth century and the present day? This Introductory Seminar addresses the critical problem of the marginalization of black female authors within established canons of modern African literature. We will explore, analyse and interrogate the reasons why, and the ways in which, women-authored bodies of work from this period continue to be lost, misplaced, forgotten, and ignored by a male-dominated and largely European/white publishing industry in the context of colonialism, apartheid and globalization. nnYou will be introduced to key twentieth-century and more contemporary female authors from Africa, some of them published but many more unpublished or out-of-print. The class will look at the challenges these female authors faced in publishing, including how they navigated a hostile publishing industry and a lack of funding and intellectual support for black writers, especially female writers. nnWe will also examine the strategies these write more »
Where are the African female writers of the twentieth century and the present day? This Introductory Seminar addresses the critical problem of the marginalization of black female authors within established canons of modern African literature. We will explore, analyse and interrogate the reasons why, and the ways in which, women-authored bodies of work from this period continue to be lost, misplaced, forgotten, and ignored by a male-dominated and largely European/white publishing industry in the context of colonialism, apartheid and globalization. nnYou will be introduced to key twentieth-century and more contemporary female authors from Africa, some of them published but many more unpublished or out-of-print. The class will look at the challenges these female authors faced in publishing, including how they navigated a hostile publishing industry and a lack of funding and intellectual support for black writers, especially female writers. nnWe will also examine the strategies these writers used to mitigate their apparent marginality, including looking at how women self-published, how they used newspapers as publication venues, how they have increasingly turned to digital platforms, and how many sought international publishing networks outside of the African continent. As one of the primary assessments for the seminar, you will be asked to conceptualize and design an in-depth and imaginative pitch for a new publishing platform that specializes in African female authors. nnYou will also have the opportunity for in-depth engagement (both in class and in one-on-one mentor sessions) with a range of leading pioneers in the field of publishing and literature in Africa. Figures like Ainehi Edoro (founder of Brittle Paper) and Zukiswa Wanner (prize-winning author of The Madams and Men of the South), amongst others, will be guests to our Zoom classroom. One of our industry specialists will meet with you to offer detailed feedback on your proposal for your imagined publishing platform. nnYou can expect a roughly 50/50 division between synchronous and asynchronous learning, as well as plenty of opportunity to collaborate with peers in smaller settings.
Terms: Win | Units: 3-4 | UG Reqs: WAY-ED, WAY-SI
Instructors: Cabrita, J. (PI)

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

ENGLISH 124: The American West (AMSTUD 124A, ARTHIST 152, HISTORY 151, POLISCI 124A)

The American West is characterized by frontier mythology, vast distances, marked aridity, and unique political and economic characteristics. This course integrates several disciplinary perspectives into a comprehensive examination of Western North America: its history, physical geography, climate, literature, art, film, institutions, politics, demography, economy, and continuing policy challenges. Students examine themes fundamental to understanding the region: time, space, water, peoples, and boom and bust cycles.
Terms: Spr | Units: 5 | UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II, WAY-SI

ENGLISH 163F: Shakespeare Now and Then

In this Introduction to Shakespeare on film, we will study approximately five Shakespearean plays, including Romeo and Juliet, Much Ado About Nothing, and Macbeth, alongside a selection of their movie adaptations. As well as getting to grips with the plays printed texts, we will investigate how the plays meanings and significations can change radically in performance.
Last offered: Autumn 2017 | UG Reqs: WAY-A-II, WAY-SI

ENGLISH 165: Perspectives on American Identity (AMSTUD 160)

Required for American Studies majors. In this seminar we trace diverse and changing interpretations of American identity by exploring autobiographical, literary, and/or visual texts from the 18th through the 20th century in conversation with sociological, political, and historical accounts. *Fulfills Writing In the Major Requirement for American Studies Majors*
Terms: Aut, Spr | Units: 5 | UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-ED, WAY-SI
Instructors: Kessler, E. (PI)

ENGLISH 172D: Introduction to Comparative Studies in Race and Ethnicity (CSRE 196C, PSYCH 155, SOC 146, TAPS 165)

How different disciplines approach topics and issues central to the study of ethnic and race relations in the U.S. and elsewhere. Lectures by senior faculty affiliated with CSRE. Discussions led by CSRE teaching fellows. Includes an optional Haas Center for Public Service certified Community Engaged Learning section. In accordance with Stanford virtual learning policies implemented for the Spring Quarter, all community engagement activities for this section will be conducted virtually. Please sign up for section 2 #33285 with Kendra, A. if you are interested in participating in virtual community engagement.
Terms: Spr | Units: 5 | UG Reqs: GER:DB-SocSci, GER:EC-AmerCul, WAY-ED, WAY-SI
Instructors: Al-Saber, S. (PI)

ENGLISH 186B: The American Underground: Crime and the Criminal in American Literature

The literary representation of crime and the criminal from postrevolutionary through contemporary American literature. Topics will include the enigma of the criminal personality; varieties of crime, from those underwritten by religious or ethical principle to those produced by the deformations of bias; the impact on narrative form of the challenge of narrating crime; and the significance attributed to gratuitous crime in the American cultural context.
Terms: Spr | Units: 5 | UG Reqs: WAY-SI
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