This course introduces basic anthropological concepts and presents the discipline's distinctive perspective on society and culture. The power of this perspective is illustrated by exploring vividly-written ethnographic cases that show how anthropological approaches illuminate contemporary social and political issues in a range of different cultural sites.

Goal is to improve vocabulary, comprehension of written English, and standardized test scores through learning the Greek and Latin components of English. Focus is on patterns and processes in the formation of the lexicon. Terminology used in medicine, business, education, law, and humanities; introduction to principles of language history and etymology. Greek or Latin not required.

The heroic and divine in the literature, mythology, and culture of archaic Greece. Interdisciplinary approach to the study of individuals and society. Illustrated lectures. Readings in translation of Homer, Hesiod, Herodotus, and the poets of lyric and tragedy. Different work requirements for different unit levels.

Virtual Reality (VR) has been the next big thing for a few decades, but it is finally becoming mainstream - we think. In this class, I provide an introduction to VR through multiple lenses: historical, technological, psychological, and social. We will discuss potential impacts of VR (and the metaverse) - both positive and negative - within important societal domains, such as health, education, business, and relationships. I will also introduce you to recent research on the psychological experience and effects of avatar use both in VR and other media. Most importantly, we will experience VR together, holding class discussions in virtual environments, with assignments that help you explore a multitude of VR experiences to apply course concepts and create new content.

The science is there. The evidence is there. Why do people still refuse to recognize one of the greatest threats to human existence? Why can't, why won't they believe the truth? The time to act is slowly evaporating before our eyes. To answer this question requires an interdisciplinary approach that investigates many of the ways global warming has been analyzed, imagined, represented, and evaluated. We will challenge ourselves to move between and amongst texts that are familiar and those we will bring into the conversation. The course will run on two parallel tracks: the first track of this course will center on the discussion of literary works. The second track of this course is comprised multi-disciplinary works and films that help us understand the climate crisis from historical, political, and environmental justice perspectives.

Do I sound...Black? American? Feminine? Queer? Human? In this course we will explore the relationship between identity and technology through the voice—spoken, sung, screamed, and written. We will examine case studies spanning genres (film, popular music, opera, and social media performance) and the globe (France, India, Italy, Japan, and the United States.) Grounding these case studies, we will also read theory from the fields of Performance Studies, Film Studies, Critical Musicology, Technology Studies, and Linguistics. Unit range because of variable final project.

Scientific knowledge doubles every 90 days. Physicians must quickly learn about recent discoveries to remain current in their chosen specialties. How does tech help doctors stay up-to-date? Twitter, Snapchat, lnstagram, and Face book are used to teach physicians and their patients. Online learning systems have replaced most textbooks and social media platforms are now vehicles to disseminate new knowledge. This seminar will explore the best ways to use technology in medical education, with a focus on the application of social media as a key instructional tool. Students will learn about the different stages of education required to become a physician and explore some of the challenges to continuing medical education. Class assignments will include the creation of health education infographics, reading and drafting posts for medical biogs, and critical analysis of medical podcasts. The course will be particularly interesting to pre-medical students who have a background in blogging or pod casting, though such experiences or skills are not prerequisites for enrollment. Throughout the seminar, there will be an emphasis on the impact of digital scholarship. Students will have the opportunity to submit high-quality classwork for possible online publication on several medical education sites made available by the course instructor. All classes are in Alway Building M218 except for theses dates below: July 11-July 18-Alway M112, July 31 LK304/305. Enrollment limited. Preference to rising Stanford first- and second-year students who haven't had the opportunity to take an IntroSem previously. Summer Session IntroSems meet June 26 to August 4, 2023.

Throughout the 20th century, the United States produced an unprecedentedly diverse, transformative, large and crowded body of literature. Editors and writers began anthologizing this material early in the century, in order to identify and establish new communities of writers—including those marginalized because of their race, gender, and sexuality—as major presences on the literary market. As a result, anthologies became important to the development of a wide range of major 20th century U.S. authors, including Edna St. Vincent Millay, William Stanley Braithwaite, Ezra Pound, T.S. Eliot, H.D., Amy Lowell, William Carlos Williams, James Weldon Johnson, Claude McKay Langston Hughes, Zora Neal Hurston, Richard Wright, Allen Ginsberg, Adrienne Rich, Amiri Baraka, Frank O’Hara, Jack Kerouac, Audre Lorde, Carlos Bulosan, Frank Chin, Gloria Anzaldúa, Bernadette Mayer, Leslie Marmon Silko, Louise Erdrich, Dave Eggers, Michael Chabon, and many many others. This course’s students will read all of these authors and more, and in doing so will construct a concrete, comprehensive, and cutting-edge understanding of how U.S. literature developed over the course of the 20th century.”

Do we have free will? Are we morally responsible for our conduct? In this course we will explore debates from roughly the past 50 years between philosophers who defend the common sense view that we do have free will and are sometimes morally responsible for our conduct and philosophers who argue that we do not have free will or are not morally responsible for our behavior. In turn, we will explore practical applications of these debates, such as reasons to change (or not) our social practices and ways of relating to one another, such as the kinds of angry blame that are commonplace in ordinary relationships, and the role of incarceration and punishment in our legal system.

Focus is on how politicians and government learn what Americans want and how the public's preferences shape government action; how surveys measure beliefs, preferences, and experiences; how poll results are criticized and interpreted; how conflict between polls is viewed by the public; how accurate surveys are and when they are accurate; how to conduct survey research to produce accurate measurements; designing questionnaires that people can understand and use comfortably; how question wording can manipulate poll results; corruption in survey research.