Peqod :: Classes - Columbia University Catalog of Classes

Conflict analysis is central to understanding the context and content of any conflict. It is also critical for the person doing the conflict analysis to have a good understanding of who they are as a conflict resolution practitioner, including the frames with which they view the conflict analysis. Our worldviews, assumptions, values, and beliefs shape how we frame and create meaning from conflicts that we choose to examine, and how we understand the dynamics of those conflicts. Therefore, to conduct an impartial analysis of any conflict, and add value for the stakeholders involved, self-awareness is crucial.

This course is the foundation for developing the necessary mindset for conflict analysis. We want you to be able to enter any situation and ask the question, “What is really going on here?” and to use that inquiry to uncover underlying needs, issues, and assumptions. In this course, in addition to increasing your self-awareness as a conflict resolution practitioner, you will explore and become familiar with diverse conflict analysis approaches and tools, beginning with creating a conflict map to identify the actors, dynamics, and structures that are creating, escalating, and perpetuating the conflict. You will work with a variety of conflict analysis tools to examine the stakeholder perspectives and will be asked to identify issues that surfaced as a result of this analysis. You will define goals for your inquiry that correspond to the conflict issues you have identified and coalesce thematically around a specific purpose of appropriate scope for your capstone study. You will utilize the Coordinated Management of Meaning and Case Study frameworks to engage in desk-based qualitative inquiry using secondary sources. You will put theory into practice by interpreting the secondary data through the lens of applicable theory. The data will be further analyzed using CMM models and conflict analysis tools as a means of surfacing several needs to be addressed in your intervention design (in the next capstone course).

This course is the first of three (3) required courses of the capstone sequence.
In 6050, students will complete conflict analysis for their capstone case study.
In 6250, students will design an intervention that addresses the needs identified in their earlier analysis. In 6350, students will consider sustainability, as well as monitoring and evaluation strategies for their proposed intervention.

Department: Negotiation & Conflict Resolution
S 10 a.m.-4 p.m.
Instructor: Courtney A Chicvak
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3 points

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NECR PS6050

RED ELECTIVE INTERNSHIP

Department: Architecture, Planning and Preservation
Instructor: Hera Suh
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1.5 points

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PLAN A6050

COLLABORATION INTENSIVE

Department: Theatre Arts
Instructor: John Haas
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0 points

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THEA AT6050

CARIOLOGY

Department: Dental and Oral Surgery
0 points

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INTC D6052

Proseminar in Religion II

Department: Religion
W 7 p.m.-9:30 p.m.
Instructor: Matthew Engelke
CULPA: 3 Wikipedia h-index: 25 Info
1 points

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RELI GR6052

PUBLIC HEALTH INTERVENTIONS

The
Public
Health Interventions studio
provides an integrated approach to the theory and practice of designing, implementing, and evaluating interventions to improve health in the context of a complex real world. The studio will expose students to major theories of public health intervention, how to integrate understanding of these theories in the planning and evaluation of public health interventions and programs, and how these interventions and programs can be effective given the complexity of social and health systems. The studio introduces frameworks to address the complexity inherent in improving the health and quality of life of individuals and populations.

Individual concentrations in the studio explore multiple dimensions of how interventions can improve health and quality of life, including how: (a) individuals’ interpretations of and interactions with the social environment affect their behaviors and well-being; (b) interventions and programs can be designed to improve knowledge, attitudes, behaviors, and achieve population impact – and evaluate if, in fact, they do have impact; and (c) systems thinking can be used as a tool to evaluate and understand the complex systems that interact to affect health and quality of life. Students will complete this studio with a solid understanding of the inter-relationship among theory, program planning, implementation and evaluation, and with the skills to apply these insights to the practice of service delivery, policy advocacy, and research.

This studio is being offered via face-to-face instruction, supplemented with asynchronous work for the Fall 2022 semester. Asynchronous content consists of elements such as recorded lectures accessed through CourseWorks and interactive modules. Students will be provided with a timeframe within which the asynchronous content must be completed. Live sessions will be offered on the Columbia University Irving Medical Center (CUIMC). Whether content will be asynchronous or live is indicated throughout the syllabus. All times and due dates listed are in Eastern Daylight Time. Students are expected to complete the readings, surveys, labs, and watch recorded lectures by the stated deadlines.

Department: Public Health
W 5:30 p.m.-6:30 p.m.
1.5-4 points

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PUBH P6053

GLOBAL AND DEVELOPMENTAL PERSPECTIVES

GLOBAL & DEVELOPMENTAL PE

The
Global and Developmental Perspectives
studio consolidates and extends students' analysis of the field of public health through the exploration of global and developmental perspectives on challenges and strategies to address them. Lifecourse research recognizes that adverse exposures experienced by individuals and populations, both biological and social, during critical developmental periods (including prenatal, childhood, and adolescence) have specific, cumulative, and often long-standing implications for health which may not manifest until many years later.

The concept of globalization and its interconnected and interdependent forces and relations are used as the basis for considering the increasingly global nature of public health practice and its politics regarding both the nature of health risk and inequity and the capacities to address these. Globalization and its causal pathways linked to patterns of risk, illness, injury and mortality will be explored; and also the effects of colonization, decolonization and the Cold War, and neoliberal reforms and globalization in creating conditions that exposed the globe to intense migration, trade and ecological shifts that have intensified the risks of old and new diseases and exacerbated public health disparities. Developmental and global perspectives are crucial to addressing primary health care, and disease-specific approaches include maternal child health (MCH), communicable disease (CD), and non-communicable disease, and injury (NCDI), the consideration of which is woven into the studio schedule.

Concentration: Lifecourse

The
Lifecourse
concentration is the first of the two concentrations in this studio. The concentration contains 5 classes, including 2 demography-focused units. In this concentration, students will learn how lifecourse approaches have emerged in public health, how health varies within and across the stages of the lifecourse and across societies shaped both by biological and social pathways that shape our identities and health, how demographic data is collected and spans the lifecourse, and how an understanding of this variation improves public health policies and programs, as well as identifies targets for interventions.

The concentration emphasizes the importance of historical context and time (e.g. socioeconomic, cultural) in shaping health across the lifecourse. The approach particularly focuses on individuals and the connections between

Department: Public Health
R 5:30 p.m.-6:30 p.m.
1.5 points

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PUBH P6054

SECOND YEAR DOCTORAL PROPOSAL SEMINAR

2ND YR DOCTORAL PROPOSAL

Department: Anthropology
T 12:10 p.m.-2 p.m.
Instructor: Paige West
CULPA: 41 h-index: 23 Info
4 points

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ANTH GR6055

Survey Neuroscience II

Department: Neurobiology and Behavior
MW 4:30 p.m.-6:30 p.m.
4 points

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NBHV GR6055

ADVNCD TPCS IN MICROBIOLOGY II

Department: Microbiology
R 2 p.m.-4 p.m.
Instructor: Anne Moscona
Wikipedia Info
3 points

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MICR G6056