THEORIES OF WAR AND PEACE

In this course we undertake a comprehensive review of the literature on the causes of war and the conditions of peace, with a primary focus on interstate war. We focus primarily on theory and empirical research in political science but give some attention to work in other disciplines. We examine the leading theories, their key concepts and causal variables, the causal paths leading to war or to peace, and the conditions under which various outcomes are most likely to occur. We also give some attention to the degree of empirical support for various theories and hypotheses, and we look at some of the major empirical research programs on the origins and expansion of war. Our survey includes research utilizing qualitative methods, large-N quantitative methods, formal modeling, and experimental approaches. We also give considerable attention to methodological questions relating to epistemology and research design. Our primary focus, however, is on the logical coherence and analytic limitations of the theories and the kinds of research designs that might be useful in testing them. This course is designed primarily for graduate students who want to understand and contribute to the theoretical and empirical literature in political science on war, peace, and security. Students with different interests and students from other departments can also benefit from the seminar and are also welcome. Ideally, members of the seminar will have some familiarity with basic issues in international relations theory, philosophy of science, research design, and statistical methods.

• Department: Political Science
• F 10:10 a.m.-noon
• Instructor: Jack Levy
  Info
• 4 points

LAW AND VIOLENCE: CRITICAL PERSPECTIVES

LAW/VIOLENCE: CRITICAL PE

Law is often considered to be the opposite of violence: Promising to deliver us from the cycles of violence preceding its arrival, it sets its task as the establishment of a normative order that sanctions arbitrary and illegitimate uses of violence, derives its legitimacy from our consent, and guarantees formal equality to everyone under its rule. Various critics have challenged this conventional understanding of law, however, and examined the numerous ways in which law finds itself entangled with the very violence that it aims to combat. They have pointed out how the enforcement of law often entails the use of coercion and force, that legal decisions involve legitimations of state violence, and that the provision of rights often goes hand in hand with the entrenchment of social inequality and domination.

 

Taking Walter Benjamin’s “Critique of Violence” as a focal point, this course examines a wide range of critical perspectives on the relationship between law and violence. Following our study of Benjamin, we turn to the deconstructionist perspectives represented by Jacques Derrida and Judith Butler. Then we move to the biopolitical critique developed by Michel Foucault, Giorgio Agamben, and Roberto Esposito. Following these continental perspectives, we turn to the American scene and read the criticisms developed by Robert Cover as well as Critical Legal Studies (e.g., Duncan Kennedy, Roberto Unger) and Critical Race Theory (e.g., Derrick Bell, Patricia Williams). In the final section, we examine three thinkers who strive to chart a path beyond the impasses we studied and navigate the aporias arising from law’s entanglement with violence (albeit in very different ways): Hannah Arendt, Jürgen Habermas, and Christoph Menke.

• Department: Comparative Literature and Society, Institute for
• T 4:10 p.m.-6 p.m.
• Instructor: Ayten Gundogdu
  CULPA: 20 h-index: 8 Info
• 4 points

DIGITAL PRODUCING SEMINAR

• Department: Theatre Arts
• M 4 p.m.-6 p.m.
• Instructor: Rachel Sussman
  Info
• 1.5 points

Research Practicum II Elective

This is a 16-week elective that provides students with hands-on experience in clinical research under the direct supervision of faculty. Students participate in a variety of research activities pertaining to the collection, analysis and interpretation of data. Specific course objectives are developed individually according to faculty expectations and the current phase of the on-going research.  Research Practicum II builds on PHYT M8853 and is designed to provide students with the opportunity to integrate the knowledge obtained in the evidence-based courses with supervised hands-on research experience. The elective provides the student with foundational knowledge and skill in the development and implementation of a research protocol targeting the student’s ability to synthesize and organize finding into a cogent written and/or oral research presentation. During this semester, students will work to complete data collection and analysis in preparation for presenting their work in the third year.

• Department: Physical Therapy
• 1 points

Investment Fund Regulation

• Department: Law
• 2 points

Regulation of the Digital Economy

Regulation Digital Econom

• Department: Law
• Instructor: Anu Bradford
  Wikipedia h-index: 15 Info
• 2 points

PUBLIC SECTOR POLICY & AMERICAN THEATRE

Students will gain an understanding of public sector planning and policies related to theater and the arts broadly, while also learning how research makes the case for public investment in arts planning, grantmaking, and new facilities. The course will include an overview of research tools and resources to support a final project and in preparation for students’ independent research work.

• Department: Theatre Arts
• T 1 p.m.-3 p.m.
• Instructor: Stacey C McMath
  CULPA: 4 Info
• 1.5 points

ANESTHESIA AND COEXISTING DISEASE

ANES & COEXISTING DISEASE

This course focuses on the complex nature of common coexisting diseases and their influence on safe delivery of nurse anesthesia care in the perioperative period.  Throughout this coure, learners will evaluate information obtained during physical and psychological assessment, review patient data and preoperative testing, and synthesize knowledge to formulate safe, individualized, perioperative anesthesia management plans for patients.

Cultural humility will be incorporated into care plans to develop anesthetic management individualized to patient identities and cultures while including an emphasis on social and cultural health disparities.

• Department: Nursing
• M 9 a.m.-11:50 a.m.
• Instructor: Donald R Jr Boyd
  Info
• 3 points

Building, Rebuilding, and Moving Temples

Rebuilding Temples Japan

This graduate seminar seeks to address impermanence as a salient feature in the history of Japanese architecture by examining the construction, restoration, and relocation of temples buildings and images in Japan during from the Kamakura through early Edo period (13th-17th c.). We will explore how the inherent tensions between old practices of periodic rebuilding (
shikinen sengū
) at Ise and other Shintō sanctuaries, on one hand, and the intended durability of Buddhist temples initially built according to continental East Asian standards, on the other, produced malleable architectural and institutional idioms perhaps unique to Japan. Although buildings will provide the primary framework for the course, we will also delve into parallel phenomena in sculpture and paintings created specifically for interior spaces. Reading knowledge of Japanese and/or Chinese would be helpful for some reading assignments but not essential for the course.

• Department: Art History and Archaeology
• T 4:10 p.m.-6 p.m.
• Instructor: Matthew P McKelway
  CULPA: 6 Info
• 4 points

Japanese Art within the Chinese Cultural

Japanese Art, Chinese Cul

This course aims to explore the stylistic evolution and unique characteristics of Chinese painting across different periods, comparing them with Japanese works that were influenced by them. We will identify the key differences between Chinese and Japanese art and develop fundamental art historical research skills, such as accurately analyzing and articulating the features of artworks. Through a careful reading of the diverse information embedded in these paintings, students will gain the tools to investigate the historical context of their creation and their reception.

• Department: Art History and Archaeology
• T 2:10 p.m.-4 p.m.
• 4 points

Oncology Rehabilitation

Course Overview: This course is designed to integrate didactic knowledge and experiential learning in a clinical setting.

Course Description: This course offers students the opportunity to participate and guide weekly exercise classes for breast cancer patients and survivors. Students have exposure to the clinical setting, design and lead exercise training sessions, and make recommendations for regressions and progressions based on patient responses to exercise. An introduction to current literature describing the benefits of exercise in this patient population is also included.

• Department: Physical Therapy
• 1 points

S CONTEMP CRITICAL THOUGHT

• Department: Comparative Literature and Society, Institute for
• W 6:15 p.m.-8:45 p.m.
• Instructor: Bernard E Harcourt
  Info
• 2 points

S CONTEMP CRITICAL THOUGHT:CRITIQUE AFTE

• Department: Law
• Instructor: Bernard E Harcourt
  Info
• 2 points

Anesthesia Crisis Resource Management (A

ANES CRISIS RES MGMT (ACR

This course will be based on the nurse anesthesia resident (NAR) functioning in simulated anesthesia crisis scenarios. The NAR  will complete assignments, which will focus on crisis management in the perioperative setting. A thorough review of crisis resource management and debriefing skills will be discussed. Each NAR will participate in high-fidelity simulation and debriefing exercises to prepare them for independent management in the clinical setting after graduation.

• Department: Nursing
• 1 points

Nurse Anesthesia Residency IIA

NURSE ANESTHESIA RESIDENC

Clinical experiences provide the opportunity for students to integrate theoretical basis of practice within the clinical setting. Students move along a continuum from healthy adults and children to patients with multi-system failures. The focus is on perioperative theory transfer, development of assessment skills, and the implementation and evaluation of a plan of care. Patient interviews and teaching are integral to the process. Basic principles of decision making are emphasized throughout. Mastery to the specific level of competency is required within a specific time framework. Practice settings include operating rooms, emergency rooms, and diagnostic suites. CRNA faculty members act as facilitators of learning. Clinical conferences and professional meetings help to reinforce and evaluate learning. This is the second of four required residencies.

• Department: Nursing
• Instructor: Maribeth L Massie
  Info
• Instructor: Donald R Jr Boyd
  Info
• Instructor: Antoinette T Padula
  Info
• Instructor: Christian Cansino
  Info
• 1 points

INTL CRIMINAL INVESTIGATION

• Department: Law
• Instructor: Frederick Davis
  Info
• 3 points

Nuclear Theory, Politics, and Strategies

Nuclear weapons are often considered to pose humanity’s gravest danger. Yet despite nuclear threats and crises, states have managed to avoid the deliberate or inadvertent use of nuclear weapons since the end of World War II. Eighty years after Hiroshima, how has nuclear war been avoided? Did the advent of nuclear weapons create a revolution in military affairs that stalemated major powers and dramatically reduced the prospects of great power war by the emergence of mutual vulnerability and mutual assured destruction (MAD) postures? Or are nuclear weapons central to great power competition and valuable instruments of force, including for deterrence and coercion? Is there a taboo against nuclear use? Do the major theories about the nuclear era match actual practice and how has nuclear theory evolved? Are the strategies and approaches that were employed in the past still appropriate for the new multipolar nuclear age? Why do some states acquire nuclear weapons while others that have considered going nuclear (e.g., South Korea and Germany) so far forego the option, while still others (e.g., South Africa and Ukraine) have given up their nuclear weapons? What are the prospects for continued nuclear proliferation and hedging (e.g., Iran)?

This class will explore past and current patterns of behavior among existing, potential, and former nuclear weapons states. Other questions that animate this course include: What do nuclear weapons actually deter? Can they be used for coercion? How do operational plans and force postures serve military and political objectives? What are the incentives, disincentives and risks of strategies premised on deliberate escalation to nuclear use? Do they increase the probability of inadvertent use of nuclear weapons? What role do nuclear weapons play in U.S. strategy and security policies? How does the U.S. experience compare to those of other nuclear weapon states, such as USSR/Russia, China, India, Pakistan, and North Korea? This seminar will examine such questions to gain a better understanding of the importance of nuclear weapons for international relations.

• Department: International Security & Diplomacy
• R 1:10 p.m.-3 p.m.
• Instructor: Cynthia A Roberts
  Wikipedia h-index: 11 Info
• 3 points

Nurse Anesthesia Residency IIB

NURSE ANESTHESIA RESIDENC

Clinical experiences provide the opportunity for students to integrate theoretical basis of practice within the clinical setting. Students move along a continuum from healthy adults and children to patients with multi-system failures. The focus is on perioperative theory transfer, development of assessment skills, and the implementation and evaluation of a plan of care. Patient interviews and teaching are integral to the process. Basic principles of decision making are emphasized throughout. Mastery to the specific level of competency is required within a specific time framework. Practice settings include operating rooms, emergency rooms, and diagnostic suites. CRNA faculty members act as facilitators of learning. Clinical conferences and professional meetings help to reinforce and evaluate learning. This is the second of four required residencies.

• Department: Nursing
• Instructor: Maribeth L Massie
  Info
• Instructor: Donald R Jr Boyd
  Info
• Instructor: Antoinette T Padula
  Info
• Instructor: Christian Cansino
  Info
• 1 points

Global Health Pre-Practicum Seminar

GLOBAL PREPRACTICUM SEMIN

This seminar will prepare students for the Global Health certificate 6-month practicum with the aim of meeting each student's goals for the experience, as well as departmental requirements for the practicum and Master's Integrative Project (or thesis or Capstone, depending on department). The seminar will devote several sessions to cross-cultural training, i.e. preparation to enter a new culture and work environment with comfort, understanding and respect" Cross cultural discussions will include an exploration of each student's unique background in terms of nationality, ethnicity, education and work experiences, and discussion of the importance of culture, behavior, work environment norms and power relations in cross cultural experiences. Students will to begin to develop their practicum scope of work through discussion with GHT faculty, staff, and returning students, and finalize their practicum plans by the end of the semester. Finally, several sessions will be devoted to the logistics of the practicum, i.e., financial issues, living arrangements, health and safety, visas and other administrative matters."

• Department: Epidemiology
• M 5:30 p.m.-6:50 p.m.
• Instructor: Meghan C Gallagher
  Info
• 1 points

DNP Anesthesia Residency 5A

DNP ANES RESIDENCY 5A

This final clinical residency is to enable the Nurse Anesthesia Resident (NAR) to transition to practice.The NAR precepted in the clinical area requires supervision appropriate to their level of training. For Nurse Anesthesia Residency V, the NAR’s professional growth, asassessed by the preceptor, will determine the level of supervision by the preceptor, but not to be less than induction, emergence and all key portions of case. Also, the preceptor must be immediately available for consultation. The AANA does not permit the NAR to be supervised by a resident-in-training or anesthesiologist assistant.

Clinical focus is on the delivery of anesthesia care in a broad range of clinical settings to patients with multi-system problems. Emphasis is placed on refinement and perfection of decision-making skills in patient care management and rapid assessment of health status of patients. Collaborative practice within a team structure is emphasized. In addition to direct patient care, participation in journal club, clinical case reports, and in-service presentations to a multidisciplinary audience provide the environment for the NARto enact his or her role as a clinical nurse specialist. Experience includes obstetrics, neurosurgery, cardio-thoracic surgery, pediatrics, post anesthesia care and critical care units. CRNA faculty members and preceptors act as guides.

• Department: Nursing
• Instructor: Maribeth L Massie
  Info
• Instructor: Donald R Jr Boyd
  Info
• Instructor: Antoinette T Padula
  Info
• Instructor: Christian Cansino
  Info
• 1 points

DNP Anesthesia Residency 5B

DNP ANES RESIDENCY 5B

This final clinical residency is to enable the Nurse Anesthesia Resident (NAR) to transition to practice.The NAR precepted in the clinical area requires supervision appropriate to their level of training. For Nurse Anesthesia Residency V, the NAR’s professional growth, asassessed by the preceptor, will determine the level of supervision by the preceptor, but not to be less than induction, emergence and all key portions of case. Also, the preceptor must be immediately available for consultation. The AANA does not permit the NAR to be supervised by a resident-in-training or anesthesiologist assistant.

Clinical focus is on the delivery of anesthesia care in a broad range of clinical settings to patients with multi-system problems. Emphasis is placed on refinement and perfection of decision-making skills in patient care management and rapid assessment of health status of patients. Collaborative practice within a team structure is emphasized. In addition to direct patient care, participation in journal club, clinical case reports, and in-service presentations to a multidisciplinary audience provide the environment for the NARto enact his or her role as a clinical nurse specialist. Experience includes obstetrics, neurosurgery, cardio-thoracic surgery, pediatrics, post anesthesia care and critical care units. CRNA faculty members and preceptors act as guides.

• Department: Nursing
• Instructor: Maribeth L Massie
  Info
• Instructor: Donald R Jr Boyd
  Info
• Instructor: Antoinette T Padula
  Info
• Instructor: Christian Cansino
  Info
• 1 points

S DOMESTIC & INTERNATIONAL TERRORISM: A

S DOMESTIC & INT'L TERROR

This is a Law School course. For more detailed course information, please go to the Law School Curriculum Guide at: http://www.law.columbia.edu/courses/search

• Department: Law
• 2 points

Firms in International Political Economy

Firms in IPE

Inspired both by advances in data availability and a growing scholarly appreciation for the political influence of the private sector, firm-level theories and research designs have grown increasingly popular among political economy scholars in recent years. While studying firms allows for the generation of new insights across a broad array of substantive topics, it carries with it several unique conceptual and empirical challenges. For example, how should we conceive of firms as political actors, given their organizational structures? What are firms’ policy preferences? How do they influence politics, and how can we measure their impact? In this course we will review political economy research that centers the firm as the actor of interest; particular focus will be given to recently published work that is innovative in terms of methodology, measurement, and/or data collection. While we will focus primarily on international political economy applications—for example, firm-level studies of trade, in-vestment, and commercial diplomacy—we will also cover less inherently international topics such as lobbying, environmental politics, and private governance/corporate social responsi-bility. In addition to providing preparation for the IR field exam, this course aims to give students the tools to conduct state-of-the-art political economy research at the firm level.

• Department: Political Science
• T 2:10 p.m.-4 p.m.
• Instructor: Calvin N Thrall
  Info
• 4 points

DNP Seminar in Nurse Anesthesia Practice

DNP SEM NAP II

The second in a series of three courses that provides critical analysis of selected topics in nurse anesthesiology practice. Lecture and discussion facilitate integration of didactic content with clinical experiences, as NARs learn to integrate DNP Competencies into clinical practice.

• Department: Nursing
• M 1 p.m.-3:50 p.m.
• 1 points

DNP Seminar in Nurse Anesthesiology IV

DNP SEM IN NURS ANES IV

This course is the culmination of a series of four courses designed to guide students through the development, implementation, and dissemination of their doctoral scholarly project (DSP). In this final course, students will focus on synthesizing the findings from their completed project and disseminating the results to relevant audiences. Emphasis is placed on preparing students to translate their evidence-based findings into clinical practice, policy, or education through various dissemination strategies, including manuscript preparation, conference presentations, and stakeholder engagement. This course fosters professional growth, leadership, and a commitment to advancing the field of nurse anesthesia through scholarly contributions.

• Department: Nursing
• 1 points

S PRACTICING INTERNATIONAL LAW

• Department: Law
• 1 points

DOCTORAL COLLOQUIUM II

• Department: Architecture, Planning and Preservation
• W 3 p.m.-5 p.m.
• Instructor: Anthony P Vanky
  Info
• 3 points

Seminar in Health Communication

Sem in Health Communicati

Section one: This seminar exposes students to career paths and professional development in the field of public health communication. Students will work with career service experts to gain professional skills in resume writing, interview training and online portfolio development specifically tailored to health communication careers. Students will gain insight into the scope of career options and the pathways to these careers by interacting with recent graduates and seasoned experts in health communication. Additionally, students will acquire skills in designing health communication tools (i.e. newsletters). The seminar will address career development issues specific to students' matriculation in the MPH program at the MSPH. **Required for first-year Health Communication Certificate students.
Section two: This interactive seminar will teach students essential communication skills and strengthen students’ ability to utilize innovative, media-based strategies to address public health challenges. Through hands-on workshops, students will be introduced to graphic design, social media management and content production, digital strategy and analytics, and storytelling. This course will equip students with skills needed to promote public health campaigns using visual communications and digital media. Additionally, students will gain an understanding of how they can use social media to achieve organizational objectives and measure the effectiveness of those efforts. This class will ensure that public health students graduate with a skillset in the areas of media, communications and graphics.

• Department: Sociomedical Sciences
• R 10 a.m.-11:20 a.m.
• W 10 a.m.-11:20 a.m.
• Instructor: Gina M Wingood
  Info
• 0.5 points

DOCTORAL COLLOQUIUM IV

The colloquium, brings together all students at the same level within the Ph.D. program and enriches the work of defining the dissertation topic and subsequent research and writing.

• Department: Architecture, Planning and Preservation
• W 3 p.m.-5 p.m.
• Instructor: Anthony P Vanky
  Info
• 3 points

Homelessness, Public Health, and Public

HOMELESSNESS PUB HLTH POL

In what has become a near-throwaway line, millions of Americans face sustained residential instability. 
At the extreme end are the street-dwelling homeless poor. Others are less dire: Growing numbers are 
living cars and tents or other encampments, some of them officially “sanctioned” as surrogate homes. 
Many more are doubling up. Nor is this a recent development: the pandemic may have thrown into sharp 
relief the life-threatening consequences of losing one’s home, but the problem itself is decades old and 
growing. The recent influx of migrants in NYC has provoked reconsideration of long-standing policy, 
with an impact still be to be assessed. Increased attention to racial injustice has focused attention on both 
the disproportionate racial impact of homelessness and its criminalization, especially with respect to the 
overlap with psychiatric disorder. Popular perception to the contrary, mass homelessness has not always 
been with us; nor has it ever shown the distinctive characteristics that it bears today.

This course will examine modern homelessness from the early 1980s to the present, scrutinizing its 
evolution from urgent humanitarian crisis to a seemingly permanent, and increasingly criminalized, 
feature of American urban life. We will examine its causes, complicating factors, and actual/potential 
solutions, including a focus on legal issues, strategies, and the role that lawyers have played and can play 
in addressing this critical social problem. We will consider strategies including litigation and legislative, 
regulatory, and human rights advocacy. Our approach will be interdisciplinary, integrating legal issues 
with readings and approaches from anthropology and public health, among other disciplines. We will
briefly consider homelessness across the US but place particular emphasis on its distinctive history –
civic and legal – as it is unfolding in New York City. 

Readings will include court papers and cases, pending legislation/litigation (if any), ethnographic and 
social science studies, research reports, and public health analyses, supplemented by video documentaries 
and “field” exercises. Brief cameos by guest speakers – including advocates, people with lived experience 
on the street, and veterans of proven service programs, usually by ZOOM –

• Department: Sociomedical Sciences
• T 1 p.m.-3:50 p.m.
• Instructor: Kim J Hopper
  Info
• 3 points

PHD COLLOQUIUM

TBD

• Department: Architecture, Planning and Preservation
• T 1 p.m.-3 p.m.
• Instructor: Ateya A Khorakiwala
  Info
• 3 points

PHD COLLOQUIUM

The evolution of architectural discourse particularly as it has emerged during the late 19th or 20th century through the publication of critical/polemical magazines or other documents. Emphasis on primary texts. Addresses the intrinsic substance of the discourse, the interweaving and interrelationship of themes, sources, the nature of the debate, the respective values involved, and establishes the significance of the material under consideration in relation to the changing context in which it emerged.

• Department: Architecture, Planning and Preservation
• W 1:30 p.m.-3:30 p.m.
• Instructor: Lucia Allais
  Info
• 3 points

Communicating Health Risks to the Public

COMMUNICATING HEALTH RISK

This course explores risk communication theories and strategies, and their application to effective communication in public health settings. The processes and effects of persuasive communication as they relate to message framing are also explored. Students learn how to use effective communication to advance individual and community-level decision-making about public health issues. Specifically, health risk communication through interpersonal, organizational, and mediated channels will be explored, with particular attention paid to message features that are believed to generate predictable effects. Students will learn how communication impacts the public’s experience of health risks, and will practice designing and delivering culturally competent messages about potential health hazards. This course is highly experiential and provides students opportunities to practice delivering a variety of public health messages and receive peer and expert feedback in the protected environment of the classroom.

• Department: Sociomedical Sciences
• F 1 p.m.-3:50 p.m.
• Instructor: Carina Schmid
  Info
• 1.5 points

The Global Menstrual Movement: Understan

Glob Menstrual Mov: Pol &

In recent years, a global movement has begun around menstruation, ranging from research and policies addressing the barriers that school girls may be facing in low-resource contexts, to initiatives fighting the on-going stigma experienced by girls, women and people with periods in high- and low resource contexts, to the advocacy focused on period poverty. How did this global movement begin? What is the existing evidence base for addressing menstruation as a public health issue? And what gaps remain? The purpose of this course is to provide students with a foundation on the topic of menstruation, including the existing research, program and policy approaches underway globally, to equip students with an understanding of the research methodologies most appropriate for understanding the experiences of those who menstruate, and the ways in which advocacy has served to shift attention to this fundamental issue. Students in this course will learn to analyze the current status of the global menstruation movement through debates, news media critiques, and a proposal addressing ‘new frontiers’ in menstruation. The course fits into the MPH curriculum in the Department of Sociomedical Sciences by increasing students’ knowledge and skills of key perspectives and approaches to research and intervention around menstruation that include social science theories.

• Department: Sociomedical Sciences
• T 8:30 a.m.-11:20 a.m.
• Instructor: Marni J Sommer
  CULPA: 4 Info
• 1.5 points

History, Politics, Theory: Keywords

HIST, POL, THEORY: Keywor

This graduate seminar (cross-listed in the departments of History and Anthropology) explores a series of contemporary keywords in history, politics, and theory.  Through the close readings of primary sources as well as classic and more recent historical and theoretical texts, we will consider questions of war, violence, genocide, trauma, memory, liberalism and illiberalism, and fascism.  The course is designed to introduce graduate students to concepts and debates in History, Anthropology, and critical theory with a view of thinking about the present political moment.

• Department: History
• T 4:10 p.m.-6 p.m.
• 4 points

Sociomedical Sciences Applied Qualitativ

SMS Applied Qual Rsrch Me

This class will provide an overview of qualitative research methods to help you develop an applied and advanced understanding of the possibilities that qualitative research offers. In this course you will practice designing a qualitative research study, and collecting, coding and analyzing data. Further, you will read methods literature and qualitative studies as well as critique qualitative work. 
 
Course lectures will begin with foundations in the principles and practice of social science research in public health using qualitative research methodologies. The course will then proceed with a focus on the main types of qualitative data collection: ethnographic methods, interviewing focus groups, and mixed methods. It will introduce you to the idea of emergent themes, including a grounded theory approach. It will explore the importance of triangulation and other strategies for improving validity and reliability in qualitative research.  Several classes will be dedicated using Atlas.ti programming. You will collect and analyze qualitative data in this course and participate in live classroom-based exercises (e.g. interviewing, focus group, coding) in smaller groups that allow time for discussion and re-doing.
 
The course will further emphasize the art of coding, thematic analysis, and written presentation of the results of qualitative analysis. This is an applied course, emphasizing hand-on work gathering and analyzing qualitative data and skill building appropriate for research positions, further graduate study, or applied public health settings where learning from observation or speaking with people is important. This course builds on the Qualitative Foundations of the Core and Intro to Sociomedical Science Research Methods (P8774).

• Department: Sociomedical Sciences
• R 1 p.m.-3:50 p.m.
• Instructor: Emily Paine
  Info
• 3 points

METHODS IN HISTORY OF SCIENCE

• Department: History
• T 6:10 p.m.-8 p.m.
• Instructor: Malgorzata Mazurek
  CULPA: 2 Info
• 4 points

Current Issues in Digital Presence & Pub

ISSUES IN DIGITAL PRESENC

This case study-based course explores the ways in which digital technologies and the internet act as mediators of access to health through access to information by evaluating and engaging with current challenges and policy debates.

Now more than ever, it is essential for public health students to understand and engage directly with the technical systems that underpin health equity challenges. At the onset of the COVID-19 pandemic, social media and search platforms began developing policies and tooling to strengthen public health information and service delivery. At the same time, more research emerged that examined the impacts of algorithmic recommendation systems and biases on public health outcomes. For public health communications leaders, this offered new pathways for intervention, and deeper understandings of how our information ecosystem can strengthen, or impede, access to health. Challenges and opportunities that these technologies pose to health equity are only increasing in importance as we continue to learn about artificial intelligence and its role in connecting people to health services, support networks, resources and information, and it is imperative for public health practitioners to engage in current debates around their use.  

Through this course, students will critically examine the infrastructure behind ‘digital presence’ technologies, which we define as technologies that enable, mediate or inhibit, the participation of people and communities in digital environments. Each week, our class time together will focus on real world case study examples where public health efforts intersect with digital presence tools. Students will engage in asynchronous preparation ahead of weekly collaborative case study review sessions, learning through research and policy papers, popular press articles, and different forms of media relevant to current digital presence issues with consequences for public health.

• Department: General Public Health
• R 6:40 p.m.-8:10 p.m.
• 1.5 points

RESISTANCE & THE BLK ATLANTIC

This course investigates in-depth the significance of resistance among African-descended communities in the Anglophone, Francophone, Hispanophone and Lusophone Atlantic Worlds from approximately 1700-2000. We will examine the genesis, forms, and limits of resistance within the context of key historical transformations such as slavery and abolition, labor and migration, and transatlantic political organizing. The class will explore the racial epistemologies, racialized labor regimes, and gendered discourses that sparked a continuum of cultural and political opposition to oppression among Black Atlantic communities. The course will also reflect on how resistance plays a central role in the formation of individual and collective identities among black historical actors.Resistance will be explored as a critical category of historical analysis, and a central factor in the making of the “Black Atlantic.”

• Department: History
• T 2:10 p.m.-4 p.m.
• Instructor: Natasha J Lightfoot
  CULPA: 5 Info
• 4 points

RESEARCH SEMINAR FOR PHD STUDENTS

This course will provide a structured environment in which graduate students will write a research paper. It will be offered in the spring and will not be field-specific. It will be recommended for first-year students in particular, who will be expected to enter from GR8910 (the required first-year course) and with a topic and/or prospectus for the paper they plan to complete in the course. The aim of the course is to ensure that all PhD students complete one of their two research papers within the first year. This seminar is recommended for, and restricted to, PhD students in the History Department. The aim of the seminar is to guide and assist students in the completion of a 10,000-12,000 word research paper appropriate for publication in a scholarly journal. The seminar is not field-specific, and students may work on any subject of their choosing. The paper must however be based on primary source research and represents a substantial departure from earlier work. The assignments for the course are designed to help students complete a polished piece of work by the end of term.

• Department: History
• W 6:10 p.m.-8 p.m.
• Instructor: Catherine Evtuhov
  CULPA: 2 Info
• 4 points

ADVANCED PLAN THEORY

• Department: Architecture, Planning and Preservation
• R 11 a.m.-1 p.m.
• Instructor: Hiba Bou Akar
  h-index: 5 Info
• 3 points

C INTERNATIONAL CRIMINAL LAW

• Department: Law
• Instructor: Lori F Damrosch
  Info
• 2 points

Capitalism and Democracy

It is a common-place that the twentieth century ended with the establishment of capitalism and democracy as the “one best way”. In triumphalist accounts of the end of the Cold War the two are commonly presented as sharing a natural affinity. As never before the democratic formula was recommended for truly global application. To suggest the possibility of a contradiction between capitalism and democracy has come to seem like a gesture of outrageous conservative cynicism, or leftist subversion. And yet the convergence of capitalism and democracy is both recent and anything other than self-evident. It has been placed in question once again since 2008 in the epic crisis of Atlantic financial capitalism. This course examines the historical tensions between these two terms in the Atlantic world across the long 20th century from the 1890s to the present day.

• Department: History
• M 2:10 p.m.-4 p.m.
• Instructor: Adam Tooze
  CULPA: 3 Wikipedia Info
• 4 points

PROFESSIONAL DEVELOPMENT

• Department: Rehabilitation Medicine (RMED)
• Instructor: Colleen M Maher
  Info
• Instructor: Razan Hamed
  h-index: 8 Info
• 1-2 points

Capstone Two Evidence Based Paper

• Department: Rehabilitation Medicine (RMED)
• Instructor: Patricia Precin
  Info
• Instructor: Razan Hamed
  h-index: 8 Info
• Instructor: Colleen M Maher
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• Instructor: Dawn Nilsen
  Info
• Instructor: Julia Guzman
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• Instructor: Daniel L Geller
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• Instructor: Cristin Holland
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• 3 points

Supervised Independent Research

Supervised Reserach for Classical Studies Graduate Students.

• Department: Classical Studies
• Instructor: Seth R Schwartz
  CULPA: 1 Wikipedia Info
• Instructor: Katja Vogt
  CULPA: 36 Info
• 4 points

M.A. THESIS

• Department: Art History and Archaeology
• Instructor: Alexander Alberro
  CULPA: 12 h-index: 17 Info
• Instructor: Zainab Bahrani
  CULPA: 11 Wikipedia Info
• Instructor: Frederique Baumgartner
  CULPA: 3 Info
• Instructor: Barry G Bergdoll
  CULPA: 1 Info
• Instructor: Diane Bodart
  CULPA: 3 Info
• Instructor: Julia Bryan-Wilson
  Wikipedia Info
• Instructor: Gregory Bryda
  CULPA: 7 h-index: 1 Info
• Instructor: Zeynep Celik Alexander
  Info
• Instructor: Michael Cole
  CULPA: 4 Wikipedia Info
• Instructor: Jonathan K Crary
  CULPA: 11 Wikipedia Info
• Instructor: Francesco de Angelis
  CULPA: 10 Info
• Instructor: Susanna C Berger
  Info
• Instructor: Noam M Elcott
  CULPA: 6 h-index: 7 Info
• Instructor: Meredith Gamer
  CULPA: 1 Info
• Instructor: Anne Higonnet
  CULPA: 31 Wikipedia Info
• Instructor: Elizabeth Hutchinson
  CULPA: 9 Info
• Instructor: Kellie Jones
  CULPA: 3 Wikipedia Info
• Instructor: Branden W Joseph
  CULPA: 9 Wikipedia Info
• Instructor: Subhashini Kaligotla
  Info
• Instructor: Holger A Klein
  CULPA: 13 Info
• Instructor: Rosalind Krauss
  CULPA: 10 Wikipedia Info
• Instructor: Janet L Kraynak
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• Instructor: Matthew P McKelway
  CULPA: 6 Info
• Instructor: Ioannis Mylonopoulos
  CULPA: 13 Info
• Instructor: Eleonora Pistis
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• Instructor: John Rajchman
  Wikipedia Info
• Instructor: Jonathan Reynolds
  CULPA: 10 Info
• Instructor: Avinoam Shalem
  CULPA: 4 Wikipedia Info
• Instructor: Zoe S Strother
  CULPA: 10 Wikipedia Info
• Instructor: Lisa Trever
  CULPA: 2 Info
• Instructor: Michael J Waters
  CULPA: 5 h-index: 3 Info
• Instructor: Jin Xu
  Info
• 4 points

CHEMICL ENGINEERING COLLOQUIUM

All graduate students are required to attend the department colloquium as long as they are in residence. No degree credit is granted.

• Department: Chemical Engineering
• T 3 p.m.-4 p.m.
• Instructor: Mijo Simunovic
  CULPA: 1 h-index: 17 Info
• 0 points