Peqod :: Classes - Columbia University Catalog of Classes

We are currently living through a significant transformation of some of the core features of the international system, or what is more broadly often referred to as, “world order.” Several recent events have highlighted and impacted this sweeping change. The first is the failure of multilateral institutions (such as the UN, WHO or even the G-7 countries) to meet the challenge of the 2020 Covid pandemic. The failure of international collective action is also an obstacle to tackling the effects of global warming. In both cases narrow national interests trumped transnational values. The second is the 2022 Russian invasion of Ukraine which highlights the failure of multilateral institutions (such as the UN Security Council) to protect the independence of territorial nation-states, a principal unit of the international system since 1945. Narrow national interests continue to outweigh the commitment to the long-standing norm of territorial integrity of nation-states as the foundation for the modern post-imperial international order. Nationalism remains the most powerful force in international affairs. Third, the optimism of the post-Cold War (post-1989) era that economic globalization would lead to the liberalization of China and Russia has now almost entirely faded. The current moment is marked by the rise of these authoritarian states (together with Iran and others) which are seeking to overturn the Western liberal international order that was established after 1945. This Western order consists of three components: capitalist market economics, democratic self-rule and universal human rights, and peaceful diplomacy as the preferred way to manage inter-state conflicts. In its stead we are seeing in major parts of the world the persistence of socialist command economies, the rise of illiberal authoritarianism, and a return to 19th century patterns of war and conquest. Finally, the era of expanding globalization, driven by capitalist economic integration across the globe, appears to be over. The world is de-globalizing.

This course will examine some of the key institutional challenges and most vexing conceptual controversies in the current rethinking, some might say turmoil, over global governance and competing forms of world order. These debates reveal at least two key features. First, a depth of disagreement about the shape of the international system which is arguably unprecedented in the last seventy years. Almost every dimension of global government and governance is today the subjec

Department: Committee on Global Thought
T 2:10 p.m.-4 p.m.
Instructor: Kian Tajbakhsh
Wikipedia Info
3 points

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CGTH GR6730

COMPUTATIONAL IMAGING

Department: Computer Science
M 4:10 p.m.-6 p.m.
Instructor: Shree K Nayar
CULPA: 12 Wikipedia Info
3 points

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COMS E6732

Innovations in Development Finance

Innovations in Dev't Fina

Department: International and Public Affairs
FS 1:30 p.m.-3:50 p.m.
Instructor: Radha S Kulkarni
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1.5 points

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INAF U6736

Gender and International Security

Gender and Intl Security

Gender has important implications for international security policy. Gender bias influences policy choices. It can lead to misunderstandings of military capability, especially for nonstate armed groups whose members include women combatants and supporters. It can aggravate the causes of war and lead to increased incidence of internal and interstate violence in settings where women are systematically mistreated or where sex imbalances create instability. And gender bias can discourage talented women from pursuing careers in security policy, denying states access to the talent and abilities in half their populations. The intersection between gender and international security has been codified internationally since at least 2000 with the passage of United Nations Security Council Resolution 1325 on Women, Peace and Security (WPS). Other international security organizations, including NATO, have created leadership positions and devised plans related to WPS. Finally, the United States passed the Women, Peace, and Security Act in 2017 and created associated policies focused on integrating gender into the work of the U.S. Department of State and the U.S. Department of Defense.

The course will be a sustained exploration of the ways in which gender identities and associated identity power dynamics influence international conflict, internal conflict, and international security policy. Students will gain this knowledge through specific examples and case studies and will learn how to conduct their own gender analyses of situations and environments. During the semester, students will practice their gender analysis skills through research, writing, and presentations related to gender and security. The course will be a discussion-based seminar enabling students to work through ideas and concepts collaboratively.

To begin the exploration of the topic, the class will work to craft definitions of international security and gender and discuss why these concepts can be challenging to define or understand. Subsequent classes will build upon these definitions and discuss how gender intersects with other identity factors. The course will focus on the ways in which security institutions themselves are gendered and how to create gender responsive policies. After examining the gender dynamics of security institutions, students will examine gendered strategies in conflict and in state responses to conflict dynamics.

Department: International and Public Affairs
T 9 a.m.-10:50 a.m.
Instructor: Phoebe Donnelly
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3 points

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INAF U6742

ENTREPRENEURSHIP IN BUYING REAL ESTATE A

BUYING RE ASSETS

Department: Architecture, Planning and Preservation
T 1 p.m.-3 p.m.
Instructor: Masood A Bhatti
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1.5 points

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PLAN A6748

HISTORIC PRESERVATION STUDIO II

HP STUDIO II

Department: Architecture, Planning and Preservation
TR 2 p.m.-6 p.m.
6 points

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ARCH A6750

Confronting Obesity: Society, Structures

CONFRONT OBESITY:SOC,STRC

Department: Sociomedical Sciences
T 5:30 p.m.-8:20 p.m.
Instructor: Gretchen Van Wye
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3 points

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SOSC P6750

International Human Rights Law

Priority Reg: HRHP Concentration.
The purpose of this course is to familiarize students with the legal regime that exists--or is absent--to respect, protect, and fulfill human rights. This course is intended to introduce students to international human rights through laws, institutions, and advocacy strategies. In this class, we approach human rights law from a practitioner's perspective, which is to say that we are most interested in exploring concrete opportunities for realizing rights once we understand their theoretical and legal bases.

But to start, what is a right? What are the various legal sources of authority for these rights? What are the instruments we can utilize--and how can we utilize them--to try to advance the range of rights from civil and political to economic, social, cultural, and environmental? Who is responsible for protecting and advancing rights, and who may be held accountable for their violations? Does the existence of a right necessarily indicate the existence of a remedy?

In the past decade, human rights advocacy has extended into new realms, well beyond the 'traditional' bounds of violations by repressive governments. Despite the fact that the intersection of human rights with other social and economic justice concerns, including the environment, corporate accountability, and health, has strengthened, questions remain as to how human rights lawyers and advocates can effectively use the law to "enforce" those rights. As a way to strengthen the law, advocates have pushed the boundaries of the tools of human rights advocacy: 'naming and shaming' is still at the core, but public-private engagement to negotiate long-term monitoring programs for private corporations, calls to rights-based programming, litigation, and other tactics are now nearly routine.

In this class, we will learn the law but also explore tools for assessing when, where, and how the law matters. We will explore developments in human rights and the environment, gender analysis, intersections between human rights and humanitarian action, and corporate accountability. The course will endeavor to provide an overview of the range of substantive and procedural rights and the mechanisms and gaps in their enforcement.
Attendance in the first class session is mandatory.

Department: International and Public Affairs
R 4:10 p.m.-6 p.m.
TW 1 p.m.-2 p.m.
Instructor: Betsy Apple
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3 points

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INAF U6751

RE MEDIA + MARKETING

Department: Architecture, Planning and Preservation
W 4 p.m.-6 p.m.
Instructor: Amir Korangy
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1.5 points

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PLAN A6752

THESIS II

Department: Architecture, Planning and Preservation
Instructor: Sarahgrace Godwin
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4 points

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ARCH A6753

Community Engagement Practice

COMMUNITY ENGAGEMENT PRAC

The need for more effective and equitable engagement with communities has become increasingly evident to public health professionals in recent years. Now, more than ever, the importance of developing deeper and more engaged academic/institutional-community partnerships is necessary to address systems of structural inequity. However, developing these relationships requires not only knowledge of equity-based partnering formats, but the cultivation of complex skill sets that allow public health practitioners to most fully develop relationships across all phases of community collaboration. Two valuable forms of community engagement that public health practitioners and students can make use of are community-based participatory research and service learning, which are the focus of this course. Additionally, this course acknowledges that community engagement is a diverse space where people from a variety of professional and personal backgrounds come together. For many years, people working in the technology space have recognized the benefits of “matrixed teams,” similarly over the past few years the notion of interprofessionalism has become an important and required aspect of allied health and public health professional training. Research has shown that bringing together students from two or more professions to learn about, from, and with each other is extremely effective in all forms of collaboration (within research and intervention teams and with communities) and ultimately lead to improved health outcomes. According to the World Health Organization, “Once students understand how to work interprofessionally, they are ready to enter the workplace as a member of the collaborative practice team. This is a key step in moving health systems from fragmentation to a position of strength.” Pinsert course number – insert studio name 2 of 24 The overall goal of this course is for students to learn about and begin to practice the tenets of three frameworks: Interprofessional Education (IPE), Service-Learning (SL), and Community?Based Participatory Research (CBPR). With regard to interprofessional engagement, the course will provide students with a solid understanding of four key IPE competencies: roles/responsibilities, teams/teamwork, ethics/values, and communication. Complementing this, the course will introduce and integrate SL pedagogy to prepare students to engage in community service projects. The SL model prioritizes three aspects of project implementation: student learning, direct attenti

Department: Sociomedical Sciences
T 1 p.m.-3:50 p.m.
Instructor: Carole L Hutchinson
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3 points

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SOSC P6760