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Humanities
Date: 
Tuesday, October 10, 2017 to Tuesday, November 21, 2017
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OVERVIEW

ABOUT THIS COURSE

Sports are everywhere in US universities. Why is this? What does it matter? What are the benefits--and what are the costs? How should the system change? In this course, we will explore six key topics at the intersection of athletics and American college life:

1. Ancient Athletics
2. History of US College Sports
3. Economics
4. Race
5. Gender
6. Aesthetics and Meaning

We hope that you will bring to this course your interests, experiences, and thoughts on college athletics. Discussion forums will be a key part of Sports and the University, as we ask you to weigh in on such issues as payments for college athletes, perception of women in university sports, and the future of athletics. You will have an opportunity to earn a Statement of Accomplishment for the course by taking quizzes on the course topics.

A truly interdisciplinary course, Sports and the University features experts in classics, literary studies, philosophy, Olympic coaching, academic advising, campus religious life, and gender studies. The course is also multimedia, featuring some experts in video lectures and some in audio interviews; the audio is available both within the course and as a companion podcast playlist.

We hope you will join us for an exciting investigation of this vital topic!

PREREQUISITES

There are no prerequisites for this course.

INSTRUCTORS

Susan Stephens

Susan Stephens is Sara Hart Kimball Professor in the Humanities and Professor of Classics.

Blakey Vermeule

Blakey Vermeule is Professor of English at Stanford. Professor Vermeule's research interests are neuroaesthetics, cognitive and evolutionary approaches to art, philosophy and literature, British literature from 1660-1820, post-Colonial fiction, satire, and the history of the novel. She is the author of The Party of Humanity: Writing Moral Psychology in Eighteenth-Century Britain (2000) and Why Do We Care About Literary Characters? (2009), both from The Johns Hopkins University Press. She is writing a book about what mind science has discovered about the unconscious.

Stephen Sansom

Stephen is a PhD candidate in Classics at Stanford. He specializes in early Greek poetry, especially Homer and Hesiod, and the social world of ancient athletics, which is the topic of his recent publication, "Contests and Clothing in Four Agonistic Papyri from Hellenistic Egypt" (Stuttgart 2016).

Morgan Frank

Morgan Day Frank is a Visiting Assistant Professor in the English Department at Wesleyan University. His research examines the relationship between literature and the consolidation of the American educational system at the turn of the twentieth century.

GUEST SPEAKERS

Hans Ulrich Gumbrecht

Hans Ulrich Gumbrecht is the Albert Guérard Professor in Literature in the Departments of Comparative Literature and of French and Italian (and by courtesy, he is affiliated with the Department of Iberian and Latin American Cultures/ILAC, the Department of German Studies, and the Program in Modern Thought and Literature). As a scholar, Gumbrecht focuses on the histories of the national literatures in Romance language (especially French, Spanish, and Brazilian), but also on German literature, while, at the same time, he teaches and writes about the western philosophical tradition (almost exclusively on non-analytic philosophy) with an emphasis on French and German nineteenth- and twentieth-century texts. In addition, Gumbrecht tries to analyze and to understand forms of aesthetic experience 21st-century everyday culture. Over the past forty years, he has published more than two thousand texts, including books, translated into more than twenty languages. learning.

Solomon Hughes

Solomon serves as the Assistant Director of the EDGE Doctoral Fellowship Program. He works on the development and leadership of programs created to empower students as they navigate the graduate school experience. Solomon began his Stanford career in VPUE serving as an Academic Advisor for students participating in varsity sports. He has served as a Lecturer in the Graduate School of Education, and co-designed a course that examines the intersections of race, college athletics, and college achievement. He holds a PhD in higher education from the University of Georgia. His BA and MA are from the University of California at Berkeley. He is inspired by the potential of higher education and firmly believes that excellent learning is inclusive learning.

Roger Noll

Roger G. Noll is professor of economics emeritus at Stanford University and a Senior Fellow at the Stanford Institute for Economic Policy Research, where he directs the Program in Regulatory Policy. Noll also is a Senior Fellow and member of the Advisory Board at the American Antitrust Institute, and a member of the Advisory Board of the AEI-Brookings Joint Center on Regulation.

Peggy Phelan

Peggy Phelan is the Ann O’Day Maples Chair in the Arts Professor of Theater and Performance Studies and English. Publishing widely in both book and essay form, Phelan is the author of Unmarked: the politics of performance (Routledge, 1993); Mourning Sex: performing public memories (Routledge, 1997; honorable mention Callaway Prize for dramatic criticism 1997-1999); and numerous other works. She has been President and Treasurer of Performance Studies International, the primary professional organization in her field. She has been a fellow of the Getty Research Institute and the Stanford Humanities Center. She won a Guggenheim Fellowship in 2004. She chaired the Department of Performance Studies at New York University and the Drama Department at Stanford University. learning.

Joanne Sanders

The Rev. Joanne Sanders, Associate Dean for Religious Life and a priest in the Episcopal Church, came to Stanford in September of 2000. She received a Master of Divinity from the Church Divinity School of the Pacific (CDSP) at the Graduate Theological Union in Berkeley, California (1997-2000). Sanders is currently pursuing a Doctor of Ministry (D.Min) from Seattle University in Seattle, WA, with a concentration on interdisciplinary leadership.

Charles Stocking

Charles Stocking is an Assistant Professor of Classical Studies at the University of Western Ontario. His research and teaching focuses on the sociology of power in Greek literature and culture with special attention to issues of gender, ritual, and the body.

Tom Wasow

Tom Wasow is the Clarence Irving Lewis Professor in Philosophy and Professor of Linguistics, Emeritus at Stanford.

FREQUENTLY ASKED QUESTIONS

What is covered in this course?

This course covers six key topics: ancient Greek athletics, sports and the modern American university, race, gender, economics, and aesthetics.

Do I need to buy a textbook?

No, all required materials are included for free in the course.

What is the format of this course?

The key materials for this course are audio and video lectures and discussions. There are also short readings.

What work would I do in this course?

In order to earn a Statement of Accomplishment, you complete short quizzes to show compression of key information. We also hope you will be active in posting thoughts and questions for discussion.

Who is this class for?

This class is for anyone with a critical interest in college sports, from student athletes to fans to scholars. This course provides an intellectual exploration of athletics in the American university, emphasizing the history of this topic and aimed at bringing context and voice to the experiences of student athletes today.


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Date: 
Monday, September 4, 2017
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About this course:

The objectives of this course are:

-To introduce participants to different concepts of love, to empower them to be conscious of the power of love and the possibility of practicing it in everyday life, and to highlight in particular the idea of love as a force for social justice.

-To communicate a sense of personal strength and empowerment by actively learning from each other and beginning to define how participants can apply their learning in service to society.

This course will explore the concept of agape love (compassion/kindness) as a force for social justice and action and as the inspiration for service and the application of knowledge to positive social change. Biological, psychological, religious, and social perspectives of love will be discussed, drawing on the expertise of people from a variety of disciplines.

During the six-week course, the following topics will be raised and discussed: kinds of love/defining love; non-violent communication; love and the biology of the brain; love as a basic concept of religious and ethical beliefs (e.g., Judaism, Christianity, Islam, Buddhism, Gandhian); love applied in action, and poetic expressions of love as a social force. This curriculum aims to foster a sense of the importance of love as a key phenomenon in creating community, connection, and functional societies among humans.

Course materials will draw from a variety of sources. One of the goals of the class is to provide participants with some knowledge of the literature of love, and readings for the course are listed in the outline of the course on the pages that follow.

Instructor:

Anne Firth Murray


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Date: 
Monday, June 12, 2017
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ABOUT THIS COURSE

This course provides an overview of women's health and human rights, beginning in infancy and childhood, then moving through adolescence, reproductive years and aging. We consider economic, social, political and human rights factors, and the challenges women face in maintaining health and managing their lives in the face of societal pressures and obstacles.

We focus on critical issues, namely those that may mean life or death to a woman, depending on whether she can exercise her human rights. These critical issues include: being born female and discrimination; poverty; unequal access to education, food, paid work and health care; and various forms of violence. Topics discussed include son preference, education, HIV/AIDS, reproductive health, violence in the home and in war and refugee circumstances, women's work, sex trafficking, and aging.

Our MOOC will have a special focus on creating an international network of engaged participants. We will ask participants to take part in interactive discussions and cooperative exercises and to share their own experiences. We also ask participants to engage with the communities they live in, in order to deepen their understanding of the issues and tie academic ideas to real-life circumstances.

To find out more details about this course and its principles, please visit our Project Page at www.internationalwomenshealth.org

Our Facebook is: https://www.facebook.com/internationalwomenshealth
Twitter: https://twitter.com/intwomenshealth, #intlwomenshealth #iwhhr
Tumblr: http://intlwomenshealth.tumblr.com/

FAQs

What basic principles form the foundation course?

Because we believe that what we do is important but that the way we do it is more important, we attempt to teach and learn according to a set of principles that will guide the content and processes of the course. These are: compassion, mutual learning, respect, transparency, trust, and truth. 

What do I need to take this course?

An interest in health and social justice. It will be useful to have an open mind, willingness to hear different points of view, and a commitment to positive social change. 

Access to the Internet. A stable internet connection will also be useful, as much of the other content, including video interviews and lectures will be delivered online.

The course already started! Is it too late to join?

No you don't have to worry.Because it is an online class, you can comfortably jump into this course the first couple weeks while it is running. You get to review the material and watch video lectures and interviews on your own time! However, you'll want to get up to speed so you can interact with the other students in this international online community.

Is there a textbook for the class?

The primary text for the class is a book on international health and human rights, From Outrage to Courage: The Unjust and Unhealthy Situation of Women in Poorer Countries and What They Are Doing About It (Second Edition), by Anne Firth Murray. If you are interested in having a copy of the book, you can obtain one from Amazon.com. We will also make individual chapters available online during the course.

Can I receive a Statement of Accomplishment for this course?

Yes, participants who successfully complete the required elements of the course will receive a personalized Statement of Accomplishment. The Statement of Accomplishment does not confer a Stanford University grade, course credit or degree.

PLEASE NOTE: The content of this course is intended to promote contemplation and discussion of global health issues. Certain issues may be controversial in some cultures and/or disturbing to some people. As such, participants must be aware that some content may be objectionable or uncomfortable to view/read/access. If you feel you might be offended by the content of this course, you should not continue. You access this material at your own risk and are solely responsible for compliance with the laws applicable to your country of residence.

COURSE STAFF

Anne Firth Murray

Anne Firth Murray, a New Zealander, was educated at the University of California and New York University in economics, political science and public administration, with a focus on international health policy and women’s reproductive health.

For the past twenty-five years, Anne has worked in the field of philanthropy, serving as a consultant to many foundations. From 1978-1987, she directed the environment and international population programs at the William and Flora Hewlett Foundation in California. She is the Founding President of The Global Fund for Women, which aims to seed, strengthen, and link groups committed to women’s well-being and human rights. In 2005, Anne was nominated along with a thousand activist women for the Nobel Peace Prize.

Anne is a Consulting Professor in Human Biology at Stanford University, where she teaches on women's health, human rights and love as a force for social justice. She is the author of the books Paradigm Found: Leading and Managing for Positive Change and From Outrage to Courage: The Unjust and Unhealthy Situation of Women in Poorer Countries and What They Are Doing About It, on international women's health.

 

Kevin Hsu

Kevin heads an educational design studio, Skyship Design, which specializes in developing open online courses (MOOCs) and deploying digital tools in the classroom. He is dedicated to crafting new experiences for students and developed some of Stanford’s earliest social science MOOCs for a global audience, including "Democratic Development" featuring Professor Larry Diamond.

Kevin also teaches in the Program on Urban Studies at Stanford University, where he is an instructor for International Urbanization, which explores the sustainable development of cities, and Civic Dreams, Human Spaces, a Stanfordd.school (design school) class focused on creating vibrant, inclusive public spaces.

 

 

 

 

 

 

 

 

 

 

 

 

 

International Women's Health and Human Rights

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Date: 
Friday, June 2, 2017
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Course topic: 

The Online Writing Program at Stanford Continuing Studies, which offers dynamic courses in every genre, also hosts the Certificate Program in Novel Writing. The Certificate Program builds on the success and excellent teaching of our regular online writing courses with the goal of providing a structured environment in which you can write your novel.

Enrollment: Application and Fee Apply

Have you always wanted to write a book? The Online Certificate Program in Novel Writing is designed to help you fulfill that dream.

About the Course

We’ve created a seven-course program that will show you the path from first glimmer to full manuscript. You’ll start with the habit of the art, move through a series of targeted workshops, produce a book-length manuscript (or at least a good part of one), and review that manuscript in a one-on-one tutorial with an accomplished fiction writer. Our instructors are all accomplished authors, mostly drawn from Stanford’s prestigious Stegner Fellows.

Because the Certificate Program relies on a dedicated, dynamic cohort, admission is by application only. By studying and writing with a consistent group of students with similar commitment to their work, you’ll achieve a deeper sense of connection and thus a deeper level of learning. You’ll be involved in the creation and construction of many narratives – most notably your own.

Best of all, the Certificate Program retains all the flexibility of our regular online writing courses. You can access your class from home or on your travels, at the times of day that suit your schedule.

By the time you complete your Certificate, you will be well on your way to writing a book-length manuscript. Will it be finished and revised? That’s up to you. But along the way, your work will be read, critiqued, and supported by dedicated instructors who are also serious practitioners in your field.

Ready to apply? Applications are now being accepted for students starting in Fall 2017. The application deadline is Friday, June 2 at 5:00 pm (PDT).


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Date: 
Monday, April 3, 2017
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Course Overview

Nuclear weaponry has been a component of military defense since WWII, when the atomic bomb was launched on Hiroshima and Nagasaki.  From the development of nuclear fission in 1938 to the present, nuclear weapons have globally created challenges and encouraged systematic reform.  All the while the threat of nuclear war lingers in the midst of international relations.

This course studies the history and politics associated with nuclear weapons and the role of technology transfer in developing nuclear weaponry from a political and military perspective.  It will study the varying ideologies and concepts of these weapons from different states, as well as the efforts to control and eradicate nuclear weapons through international institutions that were designed to reduce the threat of a global nuclear war.

Instructors

Topics Include

  • Nuclear Fission & World War II
  • The Berlin & Cuban Missile Crises
  • The Nuclear Nonproliferation Treaty
  • The US-Soviet Arms Race
  • Nuclear Weapons and International Order

Units

5.0

Prerequisites

No prior background in international relations is necessary to participate in this course.


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Date: 
Monday, January 30, 2017 to Friday, March 17, 2017
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Course Description

This course is designed for curious people who enjoy wine, especially wine from California and France, and would like to learn more about it. We will examine the connection between wines and their terroir—the complete natural environment in which a wine is produced—and learn why “place” and its geologic history—along with the grapes, their viticulture, the climate, and the winemaker’s skills—are all crucial to the characteristics of wines. We will explore the geologic setting of wine regions in California and France and, with comparative tastings, form the basis for understanding why certain grapes seem to prosper and others do not.

As we delve into the geologic history of wine country, we will also learn about the geography, the wines, the names, and the history of numerous wine regions in California and France. By the end of the course, we will have gained a better understanding of why wines are a reflection of “place” and have firsthand knowledge of many of the tastes that result.

The wines we will taste will compare both Old World (France) and New World (California): Burgundy and California’s Chardonnay and Pinot Noir; Loire varietals such as Sauvignon Blanc, Chenin Blanc, Muscadet, Pinot Noir, Gamay, and Cabernet Franc; northern and southern Rhône wines with Syrah, Grenache, Mourvèdre, and a dozen others; plus Bordeaux blends from France and California made of Cabernet Sauvignon, Merlot, and other Bordeaux varietals.

Pre-requisite

In order to participate in this course, students must be at least 21 years of age (if a resident of the United States), or of legal drinking age for the country in which they reside. 

Please note: Stanford Continuing Studies will offer a separate course excursion to Napa this Spring. The course, led by instructor David Howell, will review the 140 million–year history of the valley, the origin of the mountains and the valley itself, and processes of sedimentation that characterize many of the valley floor vineyards. Participants will examine how elements of topography, climate, and soil, essential elements of terroir, have been used to subdivide Napa into fourteen distinct viticultural areas. The course will focus on Oakville, with vineyard and winery visits along with tastings. Students will also meet with winemakers and vineyard managers. For more information, please see the Spring 2017 catalogue (available in February 2017). While this course excursion builds upon Winter’s “The Geology and Wines of California and France” (GEO 03 W), each can be taken independently as well. 

To participate in tasting discussions, students will spend approximately $160–$200 on California and French wines. A wine list will be provided at the start of the course. Students will taste the wines in advance of the optional online videoconferencing sessions (which will be recorded and posted). During these sessions, students will compare notes with the instructors and invited winemakers to discuss their experiences with the terroir, grape varieties, winemaking styles, and taste sensations.

Enrollment: Fee Applies.

David G. Howell, Research Geologist (Retired), US Geological Survey

David G. Howell is a Fellow of the American Association for the Advancement of Science and the Geological Society of America. He has been working with Napa Valley vintners for more than twenty-five years and is the co-author of The Winemaker’s Dance: Exploring Terroir in the Napa Valley. After retiring from the US Geological Survey, Howell was an adjunct professor in Stanford’s School of Earth Science from 2005 to 2009. He received a PhD from UC Santa Barbara and has authored more than 150 scientific articles.

Douglas Posson, Owner, Hexagonvins

Douglas Posson gathers and compiles data and information on wines. He is a co-founder of the US Global Change Research Program, and he led the US Geological Survey’s Arctic data team that received the Presidential Design Achievement Award from the National Endowment for the Arts. Visiting France annually for the past thirty years, he has explored the geography, terroir, food, and especially the wines in Alsace, Burgundy, Beaujolais, the Rhône, Provence, Languedoc, Roussillon, the Loire, the Southwest, and Bordeaux.

Textbooks for this course

(Required) Karen MacNeil, The Wine Bible, 2nd Edition (ISBN 978-0-7611-8083-8)
(Required) Hugh Johnson & Jancis Robinson, The World Atlas of Wine, 7th Edition (ISBN 978-1-84533-689-9)
(Required) Madeline Puckette & Justin Hammack, Wine Folly: The Essential Guide to Wine, 1st Edition (ISBN 978-1-592-40899-3)
The Geology and Wines of California and France

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Date: 
Tuesday, July 25, 2017
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ABOUT THIS COURSE

It’s a special moment in U.S. history in which income inequality has reached unprecedented levels, poverty remains extreme, and racial and gender inequalities are intransigent.
Why is there so much inequality and poverty? How might they be reduced? Find out from the country’s top scholars in “America’s course” on poverty and inequality.

So what makes this course different?

• Comprehensive: Features the 40 key research results that underlie our country’s policy and its new science of poverty and inequality.
• Up-to-date: Highlights the most recent findings and results on poverty and inequality.
• Scholar-direct delivery: The country’s leading scholars present their own research.
• Quick: Each video is short (approximately 5 minutes) and jargon-free.
• Modular: The course is divided into 8 standalone modules.
• Easy to follow: Each module is introduced and explained by David B. Grusky, the director of the Stanford Center on Poverty and Inequality, and Lindsay Owens, Stanford University Ph.D. and Economic Policy Advisor in the office of Senator Elizabeth Warren.
• Excellent readings: Each video is paired with readings that elaborate the videos.
• Accessible: It's free, open to the public, and without any prerequisites.

PREREQUISITES

No prerequisites are required to take the course.

COURSE INSTRUCTORS

David Grusky

David B. Grusky is the Barbara Kimball Browning Professor in the Humanities & Sciences and Professor of Sociology at Stanford University, Director of the Center on Poverty and Inequality (CPI), Director of the California Welfare Laboratory, and coeditor of Pathways Magazine and the Social Inequality Series. He is a Fellow of the American Association for the Advancement of Science, co-recipient of the 2004 Max Weber Award, founder of the Cornell University Center for the Study of Inequality, and a former Presidential Young Investigator. His recent books are The Great Recession (with Bruce Western and Chris Wimer, 2011), The New Gilded Age (with Tamar Kricheli-Katz, 2011), The Inequality Puzzle (with Roland Berger, Tobias Raffel, Geoffrey Samuels, and Christopher Wimer, 2010), and The Inequality Reader (with Szonja Szelényi, 2011).

Lindsay Owens

Lindsay Owens is an Economic Policy Advisor in the office of Senator Elizabeth Warren, the 2014-2015 American Sociological Association Congressional Fellow, and teacher of a course on domestic poverty and inequality at Georgetown University. She received her Ph.D. in sociology in 2014 from Stanford University, where she was a National Poverty Fellow at the Center on Poverty and Inequality and a National Science Foundation Graduate Research Fellow. She is a frequent author of opinion pieces and editorials, coeditor of a chartbook of 100 facts and figures on inequality (Inequality in the US: Understanding Inequality with Data), and a contributing author to the 2011 book, The Great Recession. Her research has appeared in some of the leading social science journals, including Social Forces, Public Opinion Quarterly, and The Annals of the American Academy of Political and Social Science.

COURSE STAFF

Catherine Sirois

Catherine Sirois is a doctoral student in Sociology at Stanford University, where she studies poverty and incarceration. She managed the Boston Reentry Study at Harvard Kennedy School (HKS), directed by Bruce Western, Anthony Braga, and Rhiana Kohl, a longitudinal survey of 122 men and women recently released from Massachusetts state prison. Before joining HKS, Catherine worked on an evaluation of a prison reentry program in New York City and spent a year contributing to social justice initiatives in Uganda and Senegal.

Stephanie Garlow

Stephanie Garlow is the Communications Manager at the Stanford Center on Poverty and Inequality. She leads the Center's publication and dissemination efforts.

FREQUENTLY ASKED QUESTIONS

Do I need to buy a textbook?
The readings are suggested, but not required. Most of the readings come from Inequality in the 21st Century. All proceeds go to the Children's Defense Fund.
Is it possible to earn a Statement of Accomplishment?
Yes, it will be possible to earn a Statement of Accomplishment.
What's the time investment?
There are no deadlines in the course and you can work through the material at your own pace, but you should expect to spend roughly 2-4 hours per section on the videos and assignments, more if you choose to complete the recommended reading.

COURSE CREDITS

America's Poverty Course was developed by the Stanford Center on Poverty and Inequality; videos were produced by Ashley Tindell of Film Archer. We gratefully acknowledge the help of our fundeABOUT THIS COURSE
It’s a special moment in U.S. history in which income inequality has reached unprecedented levels, poverty remains extreme, and racial and gender inequalities are intransigent.
Why is there so much inequality and poverty? How might they be reduced? Find out from the country’s top scholars in “America’s course” on poverty and inequality.
So what makes this course different?

 

Poverty and Inequality MOOC

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Date: 
Tuesday, August 2, 2016
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ABOUT THIS COURSE

This course provides an overview of women's health and human rights, beginning in infancy and childhood, then moving through adolescence, reproductive years and aging. We consider economic, social, political and human rights factors, and the challenges women face in maintaining health and managing their lives in the face of societal pressures and obstacles.

We focus on critical issues, namely those that may mean life or death to a woman, depending on whether she can exercise her human rights. These critical issues include: being born female and discrimination; poverty; unequal access to education, food, paid work and health care; and various forms of violence. Topics discussed include son preference, education, HIV/AIDS, reproductive health, violence in the home and in war and refugee circumstances, women's work, sex trafficking, and aging.

Our MOOC will have a special focus on creating an international network of engaged students. We will ask students to take part in interactive discussions and cooperative exercises and to share their own experiences. We also ask students to engage with the communities they live in, in order to deepen their understanding of the issues and tie academic ideas to real-life circumstances.

To find out more details about this course and its principles, please visit our Project Page at www.internationalwomenshealth.org

Our Facebook is: https://www.facebook.com/internationalwomenshealth
Twitter: https://twitter.com/intwomenshealth, #intlwomenshealth #iwhhr
Tumblr: http://intlwomenshealth.tumblr.com/

FAQs

What basic principles form the foundation course?

Because we believe that what we do is important but that the way we do it is more important, we attempt to teach and learn according to a set of principles that will guide the content and processes of the course. These are: compassion, mutual learning, respect, transparency, trust, and truth. 

What do I need to take this course?

An interest in health and social justice. It will be useful to have an open mind, willingness to hear different points of view, and a commitment to positive social change. 

Access to the Internet. A stable internet connection will also be useful, as much of the other content, including video interviews and lectures will be delivered online.

The course already started! Is it too late to join?

No you don't have to worry.Because it is an online class, you can comfortably jump into this course the first couple weeks while it is running. You get to review the material and watch video lectures and interviews on your own time! However, you'll want to get up to speed so you can interact with the other students in this international online community.

Is there a textbook for the class?

The primary text for the class is a book on international health and human rights, From Outrage to Courage: The Unjust and Unhealthy Situation of Women in Poorer Countries and What They Are Doing About It (Second Edition), by Anne Firth Murray. If you are interested in having a copy of the book, you can obtain one from Amazon.com. We will also make individual chapters available online during the course.

Can I receive a Statement of Accomplishment for this course?

Yes, participants who successfully complete the required elements of the course will receive a personalized Statement of Accomplishment. The Statement of Accomplishment does not confer a Stanford University grade, course credit or degree.

 

PLEASE NOTE: The content of this course is intended to promote contemplation and discussion of global health issues. Certain issues may be controversial in some cultures and/or disturbing to some people. As such, participants must be aware that some content may be objectionable or uncomfortable to view/read/access. If you feel you might be offended by the content of this course, you should not continue. You access this material at your own risk and are solely responsible for compliance with the laws applicable to your country of residence.

 

COURSE STAFF

Course Staff Image #1

Anne Firth Murray

Anne Firth Murray, a New Zealander, was educated at the University of California and New York University in economics, political science and public administration, with a focus on international health policy and women’s reproductive health.

For the past twenty-five years, Anne has worked in the field of philanthropy, serving as a consultant to many foundations. From 1978-1987, she directed the environment and international population programs at the William and Flora Hewlett Foundation in California. She is the Founding President of The Global Fund for Women, which aims to seed, strengthen, and link groups committed to women’s well-being and human rights. In 2005, Anne was nominated along with a thousand activist women for the Nobel Peace Prize.

Anne is a Consulting Professor in Human Biology at Stanford University, where she teaches on women's health, human rights and love as a force for social justice. She is the author of the books Paradigm Found: Leading and Managing for Positive Change and From Outrage to Courage: The Unjust and Unhealthy Situation of Women in Poorer Countries and What They Are Doing About It, on international women's health.

 

Course Staff Image #2

Kevin Hsu

Kevin heads an educational design studio, Skyship Design, which specializes in developing open online courses (MOOCs) and deploying digital tools in the classroom. He is dedicated to crafting new experiences for students and developed some of Stanford’s earliest social science MOOCs for a global audience, including "Democratic Development" featuring Professor Larry Diamond.

Kevin also teaches in the Program on Urban Studies at Stanford University, where he is an instructor for International Urbanization, which explores the sustainable development of cities, and Civic Dreams, Human Spaces, a Stanfordd.school (design school) class focused on creating vibrant, inclusive public spaces.

International Women's Health and Human Rights

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Course topic: 

The 2016 application cycle is April 11 through June 3, 2016.

PROGRAM OVERVIEW

The Online Writing Program at Stanford Continuing Studies, which offers dynamic courses in every genre, also hosts the Certificate Program in Novel Writing. The Certificate Program builds on the success and excellent teaching of our regular online writing courses with the goal of providing a structured environment in which you can write your novel.

Have you always wanted to write a book? The Online Certificate Program in Novel Writing is designed to help you fulfill that dream.

We’ve created a seven-course program that will show you the path from first glimmer to full manuscript. You’ll start with the habit of the art, move through a series of targeted workshops, produce a book-length manuscript (or at least a good part of one), and review that manuscript in a one-on-one tutorial with an accomplished fiction writer. Our instructors are all accomplished authors, mostly drawn from Stanford’s prestigious Stegner Fellows.

Because the Certificate Program relies on a dedicated, dynamic cohort, admission is by application only. By studying and writing with a consistent group of students with similar commitment to their work, you’ll achieve a deeper sense of connection and thus a deeper level of learning. You’ll be involved in the creation and construction of many narratives – most notably your own.

Best of all, the Certificate Program retains all the flexibility of our regular online writing courses. You can access your class from home or on your travels, at the times of day that suit your schedule.

By the time you complete your Certificate, you will be well on your way to writing a book-length manuscript. Will it be finished and revised? That’s up to you. But along the way, your work will be read, critiqued, and supported by dedicated instructors who are also serious practitioners in your field.

To receive updates about the program, add yourself to the Certificate Program mailing list.

Online Certificate Program in Novel Writing

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ABOUT THIS SELF-PACED COURSE

The string quartet can be defined in several ways. At the most basic level the musical term refers to the medium of four string instruments: two violins, viola, and violoncello. It can also be used to describe the collective identity of the instrumentalists themselves, in particular established professional ensembles. One such ensemble is the St. Lawrence String Quartet, Stanford University’s celebrated ensemble-in-residence, whose members are featured in this course, performing in Stanford’s 842-seat Bing Concert Hall as well as in that splendid facility’s smaller studio space.

Thanks to Joseph Haydn, the acknowledged father of the string quartet, the medium evolved into a genre. It is Haydn’s compositions for the medium above all — he composed 68 of them — that established the formal conventions and aesthetic values that secured the string quartet a special status and significance in Western musical culture. As developed by Haydn, the quartet became the preferred vehicle through which composers ever since, from Mozart to John Adams, have honed and displayed their compositional craft.

Technique and expression go hand in hand. The German poet Goethe described the quartet in terms of a musical conversation. For the audience, Goethe wrote, a quartet performance is like “listening to four rational people conversing among themselves.” Reflecting aesthetic sensibilities commonly associated with the genre in the Enlightenment age of Haydn, Mozart and Beethoven, the conversation metaphor nicely captures two defining features of the genre: its intimate, personal nature as well as its capacity to convey profound musical thought through the essential ingredients of four-part harmony and counterpoint. And, as Haydn’s compositions amply demonstrate, the medium of the string quartet can also lend itself to the expression of wit and humor.

This course, in defining the string quartet in these various ways, pays particular attention to Haydn’s towering, history-shaping achievement. In the first part of the course, after providing some general background on the origins of the medium in the seventeenth and early eighteenth century, we look at some examples of early string quartet writing by Allegri, Scarlatti and early-period Haydn. In the second half, because the very essence of the genre resides in musical detail and nuance, we develop the tools for informed listening and appreciation by presenting an in-depth analysis of a single work, Haydn’s String Quartet in F minor, opus 20, no. 5 from 1772. With frequent musical illustrations by the St. Lawrence Quartet, we explore the F-minor Quartet in terms of three complementary concepts: form, language, and gesture.

In a concluding section we analyze the final movement, comparing Haydn’s use of the compositional technique known as “fugue” to other fugues by Bach, Handel and Mozart. By means of this “learned style,” we argue, the composer connects his musical language to ecclesiastical traditions, just as the movement’s rhetorical character reflects his penchant for musical effects drawn from the world of opera. The aesthetic spheres of the chamber, church and theater converge. Haydn thus defines his watershed opus — in microcosm — as something at once intimate, recondite and playful.

PREREQUISITES

Defining the String Quartet is designed to appeal to participants with different musical backgrounds and levels of musical literacy. The ability to read music is not required, although we do supply musical notation for those of you who wish to follow along, and have developed some technology to help you do that: instead of being displayed in the usual black, the notes being played are highlighted on screen in red. Intended as tests of comprehension and knowledge, the quizzes are offered in two degrees of difficulty, indicated thus: ♪ (entry-level) and ♪♪ (advanced). We hope you enjoy the course!

FREQUENTLY ASKED QUESTIONS

Do I need to buy a textbook?
No. All of the required course materials (lectures, musical examples, digital scores, and performances by the St. Lawrence String Quartet) are included here online.
Is it possible to earn a Statement of Accomplishment?
Yes. Each of the given exercises is marked with its point value; the maximum score for the whole course is 132 points. Participants who earn at least 50 points will be eligible for a Statement of Accomplishment marked ♪, for "Entry Level." Participants who earn at least 80 points will be eligible for a Statement of Accomplishment marked ♪♪, for "Advanced."
How much time can I expect to spend on the course each week?
This is a self-paced course. Although it is recommended that you work through the materials in the prescribed sequence from start to finish, you may study and review the lessons, listen to the performances, and do the exercises at your own chosen speed.
 

COURSE STAFF

Stephen Hinton

Stephen Hinton is the Avalon Foundation Professor in the Humanities and Professor of Music and, by courtesy, of German Studies at Stanford University. Since coming to Stanford in 1994, he has held the positions of chair of the Department of Music, Senior Associate Dean for Humanities and Arts, and, most recently, Denning Family Director of the Stanford Arts Institute. A leading authority on the composer Kurt Weill, he has published widely on many aspects of modern German music history, with contributions to publications such as Cambridge Opera Handbooks, Handwörterbuch der musikalischen Terminologie,New Grove Dictionary of Opera, New Grove Dictionary of Music,Musik in Geschichte und Gegenwart, and Funkkolleg Musikgeschichte. He has also served as editor of the journal Beethoven Forum. His most recent book, Weill’s Musical Theater: Stages of Reform (University of California Press: Berkeley, 2012), the first musicological study of Weill’s complete stage works, received the 2013 Kurt Weill Book Prize for outstanding scholarship in music theater since 1900. He is an avid amateur chamber musician who regrets having too little time to practice his two instruments (viola and piano).

St. Lawrence String Quartet

The St. Lawrence String Quartet (SLSQ) enters its second quarter century of growth and worldwide concert-giving with acclaim from audiences, critics and the music community alike. “It's a modern string quartet that brings flexibility, dramatic fire and a hint of rock 'n' roll energy,” writes the Los Angeles Times. “Player for player, this is a superb group,” writes the New York Times...“[conveying] the excitement of playing whatever is on their stands at the moment.”

In recent seasons, the SLSQ has made a specialty of the 68 string quartets of Joseph Haydn. In the Quartet's opinion, the true genius of Haydn often suffers from a formulaic and glossed-over familiarity on concert programs. In response, the SLSQ's interpretations of Haydn lay down a new standard for gripping, tender, hilarious, wicked, and charming performances of these masterpieces. The SLSQ often performs “Haydn Discovery” programs, which provide audiences with an engaging guided tour through the moment-to-moment architecture of his quartets to encourage active listening. A recording of Haydn's Symphony no. 102 (in its crisp arrangement for chamber ensemble by Salomon) has recently been released by the SLSQ, and a recording of the six groundbreaking quartets of Op. 20 is expected to be completed in 2016.

Violinist Geoff Nuttall and violist Lesley Robertson founded the quartet in Canada in 1989. Cellist Christopher Costanza joined the group in 2003, and violinist Owen Dalby is the most recent member. With its appointment as faculty members in the Department of Music and as ensemble-in-residence at Stanford University for almost two decades, the SLSQ is deeply involved in teaching musicians from all academic backgrounds and disciplines. Its seminars, masterclasses and interdisciplinary collaborations attract students from around the world. Cultivating a wide repertoire that embraces the great works of the classical literature, off-the-beaten-path composers, and new works (often written specially for the group), the SLSQ continues to engage with audiences in over one hundred concerts a year. In the words of Alex Ross of The New Yorker: "The St. Lawrence are remarkable not simply for the quality of their music making, exalted as it is, but for the joy they take in the act of connection."

For further information about the SLSQ and its members, see the Quartet's homepage at www.slsq.com.

Victoria Chang

Victoria Chang is a graduate student in musicology at Stanford University with interests ranging from 20th-century genres such as electronic dance music, experimental jazz and new media to the sacred vocal music of the Renaissance and Baroque periods. Her dissertation explores representations of loneliness and lyric expression in operas and melodramas of the early 20th century. She conducts several small vocal ensembles and is a freelance musician specializing in site-specific works.

St. Lawrence String Quartet

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