This course introduces the tools of philosophical ethics through application to contemporary issues concerning technology. It takes up current debates on topics such as privacy and surveillance, algorithmic bias, the promise and peril of artificial intelligence, automation and the future of work, and threats to democracy in the digital age from the perspective of users, practitioners, and regulatory/governing bodies.

Although this class starts by critically examining the term “ethnic” as it defines a wide range of cultural forms over time, we will focus mostly on contemporary writers. Questions to consider will include: How has ethnic writing changed American culture and renovated forms of literary expression? What are the varieties and nuances of what we might call an ethnic subjectivity? What could it mean to harbor fugitives within the self: transgressive thoughts or a “foreign” identity? And what is the future of “ethnic” literature in a global space?

This course is designed to provide students with a broad overview of the major theories on the relationship between ethnicity and politics. The course is divided into three sections. The first covers general theory and discusses the social construction of ethnicity as well as the limits of construction. The second section discusses ethnicity as a dependent variable. This section studies the forces that shape the development of ethnic identities and their motivating power. The third section addresses ethnicity as an independent variable. In other words, it focuses on how ethnicity operates to affect important political and economic outcomes.
This course is the first semester of a year-long sequence on ethnic politics. However, each semester is self-contained and students may take the course in either or both semesters. Ethnic Politics I aims for breadth over depth. It covers many works in the “canon” of texts on ethnic politics as well as addressing many major topics (modernization, entrepreneurship, prejudice, ethnic party formation, etc.) in one week sessions. Ethnic Politics II covers some of these topics in greater depth and also requires a major research paper.

Short Description:
Les manières de faire de la science aujourd’hui sont multiples et innovantes. Pourtant, un modèle normatif continue d’écraser les autres : le modèle positiviste. Il soutient que la science vise l’étude objective de la réalité en s’appuyant sur l’application rigoureuse de la méthode « scientifique » dont la neutralité est un des emblèmes. Cette vision est vivement contestée dans plusieurs champs de recherche, tels que les études sociales des sciences, l’histoire des sciences et les études féministes et décoloniales. Ces critiques considèrent que les théories scientifiques sont construites et influencées par le contexte social, culturel et politique dans lequel travaillent les scientifiques, ainsi que par les conditions matérielles de leur travail. Cet ancrage social de la science rend impensable, pour ces critiques, l’idée même de neutralité. Faut-il donc renoncer à cette exigence normative? Par quelle autre norme la remplacer?Né d’un colloque tenu en 2017 à Montréal, ce livre propose les réflexions et analyses de 25 auteurs et autrices issues de sept pays sur ces questions. Études de cas, analyses réflexives et discussions théoriques s’entrecroisent pour permettre une réflexion collective approfondie sur ces enjeux anciens, mais constamment renouvelés, notamment dans le contexte du nouveau statut précaire de l’expertise scientifique dans l’espace public.

Long Description:
Les manières de faire de la science aujourd’hui sont multiples et innovantes. Pourtant, un modèle normatif continue d’écraser les autres : le modèle positiviste. Il soutient que la science vise l’étude objective de la réalité en s’appuyant sur l’application rigoureuse de la méthode « scientifique » dont la neutralité est un des emblèmes. Cette vision est vivement contestée dans plusieurs champs de recherche, tels que les études sociales des sciences, l’histoire des sciences et les études féministes et décoloniales. Ces critiques considèrent que les théories scientifiques sont construites et influencées par le contexte social, culturel et politique dans lequel travaillent les scientifiques, ainsi que par les conditions matérielles de leur travail. Cet ancrage social de la science rend impensable, pour ces critiques, l’idée même de neutralité. Faut-il donc renoncer à cette exigence normative? Par quelle autre norme la remplacer?

Né d’un colloque tenu en 2017 à Montréal, ce livre propose les réflexions et analyses de 25 auteurs et autrices issues de sept pays sur ces questions. Études de cas, analyses réflexives et discussions théoriques s’entrecroisent pour permettre une réflexion collective approfondie sur ces enjeux anciens, mais constamment renouvelés, notamment dans le contexte du nouveau statut précaire de l’expertise scientifique dans l’espace public.

Word Count: 189292

ISBN: 978-2-924661-54-3

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

This course offers a broad survey of modern European history, from the end of the Thirty Years' War to the aftermath of World War II. Along with the consideration of major events and figures such as the French Revolution and Napoleon, attention will be paid to the experience of ordinary people in times of upheaval and transition. The period will thus be viewed neither in terms of historical inevitability nor as a procession of great men, but rather through the lens of the complex interrelations between demographic change, political revolution, and cultural development. Textbook accounts will be accompanied by the study of exemplary works of art, literature, and cinema.

From pineapples grown in Hawaii to English-speaking call centers outsourced to India, the legacy of the “Age of Imperialism” appears everywhere in our modern world. This class explores the history of European imperialism in its political, economic, and cultural dimensions from the 1840s through the 1960s.

This subject surveys main currents of European cultural and intellectual history in the modern period. Such a foundation course is central to the humanities in Europe. The curriculum introduces a set of ideas and arguments that have played a formative role in European cultural history, and acquaints them with some exemplars of critical thought. Among the topics to be considered: the critique of religion, the promise of independence, the advance of capitalism, the temptations of Marxism, the origins of totalitarianism, and the dialects of enlightenment. In addition to texts, we will also discuss pieces of art, incl. paintings and film.

El MOOC «Europeana en el aula: construyendo las competencias del siglo XXI con el patrimonio cultural digital» (repetición) ayudará a los profesores a conocer mejor el patrimonio cultural para así integrarlo de forma eficaz en sus clases, independientemente de la materia que suelan impartir.

La integración del patrimonio cultural digital en el aula adquiere cada vez más peso, ya que el siglo XXI abre numerosas posibilidades para la enseñanza y el aprendizaje digital. Aunque los currículos nacionales pueden variar de un país a otro, sigue existiendo una gran demanda por conocer nuestra historia europea común, nuestro patrimonio cultural y los retos de futuro. El patrimonio cultural digital puede utilizarse no solo para impartir Arte, Historia o Literatura, sino que también ofrece una excelente base para la enseñanza de Ciencias, Tecnología, Ingeniería y Matemáticas (CTIM).

El MOOC será la puerta de entrada a la plataforma Europeana, donde los participantes encontrarán diferentes recursos pedagógicos, como fotos, vídeos, textos y otras herramientas que pueden integrar fácilmente en sus clases. Asimismo, el curso ayudará a los profesores a crear escenarios pedagógicos gracias al patrimonio cultural digital, todo ello dentro de un marco de competencias del siglo XXI.

Además, ofrecerá una selección de actividades y recursos avalados para el aula de diferentes países europeos para que los profesores de primaria y secundaria puedan incorporar el patrimonio cultural en el aula y ayudarles a reflexionar sobre su propia docencia.

The “Europeana in your classroom: building 21st-century competences with digital cultural heritage (Rerun)” MOOC will improve teacher’s understanding of cultural heritage in order to efficiently integrate this topic into their lessons and practices, regardless of the subject they usually teach.

The integration of digital cultural heritage in the classroom is increasingly important as the 21st century brings further opportunities for digital teaching and learning. While the national curriculum can differ from country to country, the demand to understand our common European history, cultural heritage and challenges for the future stays all-encompassing. Digital cultural heritage can be used not only while teaching Arts, History or Literature, but it also gives an excellent basis for teaching STEM (Science, Technology, Engineering and Mathematics).

The MOOC will introduce participants to the Europeana platform, where they will find different resources for educators such as pictures, videos, texts and various tools that they can easily integrate in their lessons. Moreover, the course will help teachers to build learning scenarios using digital cultural heritage, in a framework of 21st-century skills.

Additionally, it will offer a selection of tested classroom activities and resources from different European countries to empower primary and secondary teachers in introducing cultural heritage in the classroom and help them reflect on their own practices.

This course material has been created for the course “Evaluation of comprehension and oral and written production in English” (LCL 462) from the English Language Teaching (ELT) program at the Institute of Literature and Language Sciences, Pontificia Universidad Católica de Valparaíso (PUCV). This course is located in the 8th semester of the curriculum of the bachelor degree of “Pedagogy in English” (English Language Initial Teacher Training) at PUCV. This course corresponds to the area of specific disciplinary training, complements the professional training course “Evaluation of Learning” of the School of Pedagogy and precedes the professional practice, academic-professional activity culminating in the curriculum of this career.

Short Description:
There are many open educational resources (OER) available today. But how do you select resources that are high-quality and just? Evaluating OER for Social Justice is a result of the thinking and work that was done during an undergraduate honors seminar on Open Education and Social Justice. Our aim is to support instructors and students in evaluating OER for their use through the principles of social justice, including redistributive justice, recognitive justice, and representational justice. As part of the resource, we include an OER 101 brochure providing background on essential concepts, an OER Evaluation Rubric that centers on Social Justice, examples of OER reviews completed using the rubric, and a tutorial for those using the rubric to guide their selection of OER.

Long Description:
There are many open educational resources (OER) available today. But how do you select resources that are high-quality and just? Evaluating OER for Social Justice is a result of the thinking and work that was done during an undergraduate honors seminar on Open Education and Social Justice. Our aim is to support instructors and students in evaluating OER for their use through the principles of social justice, including redistributive justice, recognitive justice, and representational justice. As part of the resource, we include an OER 101 brochure providing background on essential concepts, an OER Evaluation Rubric that centers on Social Justice, examples of OER reviews completed using the rubric, and a tutorial for those using the rubric to guide their selection of OER.

Word Count: 15758

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

This course provides a broad conceptual and historical introduction to scientific theories of evolution and their place in the wider culture. It embraces historical, scientific and anthropological/cultural perspectives grounded in relevant developments in the biological sciences since 1800 that are largely responsible for the development of the modern theory of evolution by natural selection. Students read key texts, analyze key debates (e.g. Darwinian debates in the 19th century, and the creation controversies in the 20th century) and give class presentations.

This resource intends to give a general outline of ICT for development (ICT4D). No previous knowledge about ICT4D is needed. The resource focus on major definitions and terms. An overview of the different phases of ICT for development initiatives and an outlook to the future of ICT4D projects is given.

In the Introduction you will find definitions of key terms of the field.

In the unit ICT4D Evolution you'll find a description of the different ICT4D phases and why most ICT4D projects failed.

The unit ICT4D & Openness gives a short explanation why openness is important in the ICT4D field.

The Future of ICT4D unit lists some important points of future ICT4D projects.

In the Resources part you'll find the bibliography, a reading list of key articles and examples for further reading as well as a list of more videos.

Word Count: 100101

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

This course will examine the main focus that unites existentialists, "existence." Particularly, it will examine the concrete existence of individual human beings. Major figures or study will be, Blaise Pascal, Sóren Kierkegaard, Fyodor Dostoevsky, Friedrich Nietzsche, Martin Heidegger, Jean-Paul Sartre, Simone de Beauvoir, and Albert Camus.

This OER explores the operation of a Telescope. It combines a lesson on lenses with a lesson using a Galileoscope. It also includes resources for further exploration. It is a product of the OU Academy of the Lynx, developed in conjunction with the Galileo's World Exhibition at the University of Oklahoma.

This course is the scientific communications portion of course 7.02, Experimental Biology and Communication. Students develop their skills as writers of scientific research, skills that also contribute to the learning of the 7.02 course materials. Through in class and out of class writing exercises, students explore the genre of the research article and its components while developing an understanding of the materials covered in the 7.02 laboratory.

This project-based laboratory course provides students with in-depth experience in experimental molecular genetics, using modern methods of molecular biology and genetics to conduct original research. The course is geared towards students (including sophomores) who have a strong interest in a future career in biomedical research. This semester will focus on chemical genetics using Caenorhabditis elegans as a model system. Students will gain experience in research rationale and methods, as well as training in the planning, execution, and communication of experimental biology.
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The experiments described in these materials are potentially hazardous and require a high level of safety training, special facilities and equipment, and supervision by appropriate individuals. You bear the sole responsibility, liability, and risk for the implementation of such safety procedures and measures. MIT shall have no responsibility, liability, or risk for the content or implementation of any of the material presented.
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This text explores the visual and performing arts (art, music, dance, theatre).
Chapter 1: Elements, Vocabulary, and Iconography of Visual Art
Chapter 2: Mediums in Visual Art
Chapter 3: Ancient Arts (Prehistoric, Ancient Near East, Egyptian)
Chapter 4: Classical Period to Middle Ages
Chapter 5: Renaissance to Realism
Chapter 6: Impressionism to Modern
Chapter 7: An Introduction to the Theater and its Elements
Chapter 8: The Greek Origins of Western Theater
Chapter 9: Technical Theater
Chapter 10: The Actor's Craft
Chapter 11: Other Theater Traditions
Chapter 12: Introduction to Music
Chapter 13: Music in the Middle Ages and the Renaissance
Chapter 14: Baroque and Classical Music
Chapter 15: Music of the Romantic Era
Chapter 16: Music of the 20th Century
Chapter 17: Introduction to Dance
Chapter 18: Elements of Dance
Chapter 19: Dance History and Styles

This resource is to introduce the research process, how to find relevant information, and how to compile a varied source list for your argumentative essay. The second portion focuses on thesis statement/claim crafting, outlining, introductions and conclusion drafting.