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1 - 5 of 5 results for: stanford at sea

BIOHOPK 291H: Teaching of Stanford at Sea

Only open to graduate students who are teaching assistants for Stanford at Sea. Provides practical experience in teaching field oceanography and marine biology. Serving as an assistant in a lecture course (five weeks) is coupled with acting as a laboratory teaching assistant on board an oceanographic research vessel during a five-week research cruise with the Stanford at Sea course. Prerequisite: consent of instructor.
Last offered: Spring 2019

CHEM 31A: Chemical Principles I

31A is the first course in a two-quarter sequence designed to provide a robust foundation in key chemical principles for students with limited or no background in chemistry. The course engages students in group problem-solving activities throughout the class periods to deepen their ability to analyze and solve chemical problems. Students will also participate in one weekly laboratory activity that will immediately apply and expand upon classroom content. Labs and write-ups provide practice developing conceptual models that can explain qualitatively and quantitatively a wide range of chemical phenomena. The course will introduce a common language of dimensional analysis, stoichiometry, and molecular naming that enables students to write chemical reactions, quantify reaction yield, and calculate empirical and molecular formulas. Stoichiometry will be immediately reinforced through a specific study of gases and their properties. Students will also build a fundamental understanding of atom more »
31A is the first course in a two-quarter sequence designed to provide a robust foundation in key chemical principles for students with limited or no background in chemistry. The course engages students in group problem-solving activities throughout the class periods to deepen their ability to analyze and solve chemical problems. Students will also participate in one weekly laboratory activity that will immediately apply and expand upon classroom content. Labs and write-ups provide practice developing conceptual models that can explain qualitatively and quantitatively a wide range of chemical phenomena. The course will introduce a common language of dimensional analysis, stoichiometry, and molecular naming that enables students to write chemical reactions, quantify reaction yield, and calculate empirical and molecular formulas. Stoichiometry will be immediately reinforced through a specific study of gases and their properties. Students will also build a fundamental understanding of atomic and molecular structure by identifying interactions among nuclei, electrons, atoms and molecules. Through both lab and in-class exploration, students will learn to explain how these interactions determine the structures and properties of pure substances and mixtures using various bonding models including Lewis Dot, VSEPR, and Molecular Orbital Theory. Students will identify and quantitate the types and amounts of energy changes that accompany these interactions, phase changes, and chemical reactions, as they prepare to explore chemical dynamics in greater depth in 31B. Special emphasis will be placed on applying content and skills to real world applications such as estimating the carbon efficiency of fossil fuels, understanding hydrogen bonding and other interactions critical to DNA, and calculating the pressure exerted on a deep-sea diver. No prerequisites. All students who are interested in taking general chemistry at Stanford must take the Autumn 2021 General Chemistry Placement Test before the Autumn quarter begins, regardless of chemistry background.
Terms: Aut | Units: 5 | UG Reqs: GER: DB-NatSci, WAY-SMA

GLOBAL 102: The Mamluks: Slave-Soldiers and Sultans of Medieval Egypt (GLOBAL 210, HISTORY 249, HISTORY 349A)

Known as ghulam or mamluk in Arabic, the slave-soldier was a ubiquitous phenomenon in the world of medieval Islam. Usually pagan steppe nomads, mamluks were purchased in adolescence, converted to Islam, taught Arabic, and trained to lead armies. Sometimes manumitted and sometimes not, in either case mamluks rose to positions of privilege and prominence in numerous regimes in the medieval Middle East.nnNowhere was the mamluk institution so fundamental as it was in Egypt between 1250 and 1517 CE, when Cairo was ruled by these slave-soldiers, their ranks constantly renewed by imports of new mamluks from the Black Sea and Caucuses. Born in the age of the crusades and ultimately conquered by the Ottoman Empire, the Mamluk Sultanate can be understood as a bridge between the worlds of medieval and early modern Islam, as well as between East and West, sitting astride the major Nile-Red Sea route that linked the Mediterranean world to that of the Indian Ocean and beyond. This class will investigate the rise and fall of the Mamluk Sultanate in Egypt and its key roles in the commercial, diplomatic, and political history both of the medieval Middle East and the wider world.
Last offered: Winter 2021 | UG Reqs: WAY-SI

GLOBAL 210: The Mamluks: Slave-Soldiers and Sultans of Medieval Egypt (GLOBAL 102, HISTORY 249, HISTORY 349A)

Known as ghulam or mamluk in Arabic, the slave-soldier was a ubiquitous phenomenon in the world of medieval Islam. Usually pagan steppe nomads, mamluks were purchased in adolescence, converted to Islam, taught Arabic, and trained to lead armies. Sometimes manumitted and sometimes not, in either case mamluks rose to positions of privilege and prominence in numerous regimes in the medieval Middle East.nnNowhere was the mamluk institution so fundamental as it was in Egypt between 1250 and 1517 CE, when Cairo was ruled by these slave-soldiers, their ranks constantly renewed by imports of new mamluks from the Black Sea and Caucuses. Born in the age of the crusades and ultimately conquered by the Ottoman Empire, the Mamluk Sultanate can be understood as a bridge between the worlds of medieval and early modern Islam, as well as between East and West, sitting astride the major Nile-Red Sea route that linked the Mediterranean world to that of the Indian Ocean and beyond. This class will investigate the rise and fall of the Mamluk Sultanate in Egypt and its key roles in the commercial, diplomatic, and political history both of the medieval Middle East and the wider world.
Last offered: Winter 2021

OSPOXFRD 86: From the hills to the sea

This course would focus on the Thames River, at least since Roman times arguably the most important waterway in Britain. The basis of the class would be an exploration of the Thames from different angles both scientific and historical. The science side of the course would consider the following topics: the geology/geographic setting that gave rise to the Thames; its hydrology including a history of its floods and droughts as well as climate change trends; aspects of the hydrodynamics of tides and the estuarine environment of the Thames; the effects on the Thames of human modification such as loss of wetlands associated with building of the Docklands in the 18th and 19th centuries; sea level rise and the Thames including the design basis of the Thames Tidal Barrier. The history side of the course would consider how the Thames has played a role in the history of Britain, e.g., as an inland transportation corridor, as a barrier between states, as the site of the signing of the Magna Carta, as the heart of the global trade enterprise that built the British Empire, as a challenge to important engineering feats in Victorian London, as a subject for landscape painters like Turner, and as a spur of public policies of environmental protection and restoration.
Terms: Aut | Units: 4-5 | UG Reqs: WAY-AQR
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