Compilation of learning resources related to the 2011 Earthquake in Japan. Includes interactive timelines, visualizations, and lessons on tsunamis, earthquakes, and nuclear energy.

This course serves as an introduction to the major pre-Modern artistic traditions of India, China, and Japan. It first examines Indian Art, focusing on Buddhist, Hindu, and Islamic art and architecture. Then, the student will cover the arts of China, detailing the interaction between art, politics, and culture throughout Chinese dynastic history. Lastly, the course discusses Japanese Art, exploring the effects that various sub-traditions and sub-cultures had on the art of Japan. Upon successful completion of this course, students will be able to: identify major pre-modern Indian, Chinese, and Japanese works of art and architecture; identify the major art historical time periods in India, China, and Japan and the important artistic developments that occurred during each of them; recognize how art and architecture can be used to understand the politics, history, and culture of India, China, and Japan; look at, analyze, and compare and contrast different types of Asian art. (Art History 305)

This course will introduce the student to the international relations of the Asia-Pacific region. Globalization, economic ties, national security issues, and politico-military alliances with the U.S. make an understanding of this region important to any political science student or participant in American government. This course will examine the differences between Western political thought and the general philosophical outlooks of the Asian population, which have been molded by societal forces for thousands of years. It will also address politics in Asia by examining pre-colonial systems of government, Western imperialism, national liberation movements, and proxy wars fought by the Superpowers in the Cold War. This course is important because the Asia-Pacific has given rise to several of the U.S.'s major security concerns: financial support of the U.S. economy by China and Japan through the purchase of U.S. government debt securities, conflict with China over Taiwan, North Korea's nuclear weapons program, separatist movements in several of the smaller Pacific Rim nations, and the growth and support of transnational terrorism within the region. Upon successful completion of this course, the student will be able to: explain how religion and culture impact government and political systems in Eastern Asia; discuss philosophies of government in Eastern Asia from ancient times to the present; identify the ways in which Western imperialism has impacted Eastern Asia; demonstrate an understanding of systems of governance currently in existence in Eastern Asia; analyze contemporary political and security issues in Eastern Asia that may impact U.S. national interests; assess the relationship that exists between economic development, systems of governance, and political stability of a Third World nation. (Political Science 322)

Resources are organized by world history time period and will be useful for students and educators at all levels.

This course serves as an introduction to the Buddhist artistic traditions of South, Southeast, and East Asia, as well as the Himalayas. It starts with the core tenets of Buddhism, Buddhist iconography, and early Buddhist art and architecture in India, then progresses to Southeast Asia. The course then focuses on Vajrayana Buddhism and its artistic traditions in the Himalayas, then examines Mahayana Buddhist art and architecture in China, Korea and Japan. Upon successful completion of this course, students will be able to: identify the core beliefs of Buddhism, major Buddhist schools, and basic Buddhist iconography; identify major works of Buddhist art and Buddhist monuments from South, Southeast, and East Asia, as well as the Himalayas; identify the major developments in Buddhist doctrine and Buddhist art and architecture, as well as the relationship between the two as the religion spread throughout Southeast Asia, East Asia, and the Himalayas. (Art History 406)

Subject consists of five sections. After a general survey of the field, students consider cases of stable civilian control, stable military rule (coups), and transitions from military to civilian rule. Cases are selected from around the world.

Analyzes the health policy problems facing America including adequate access to care, the control of health care costs, and the encouragement of medical advances. Considers market and regulatory alternatives as well as possible foreign models including Canadian, Swedish, British, and German arrangements. Emphasis on historical development, interest group behavior, and organizational influences in setting and implementing policy.

Information on the countries visited during the INNOVATE 2005 conference.

You understand all the information in the sound clips you have listened to concerning living in Japan, you assess if you could adapt to the habits and conventions of this other culture.

This class is divided into a series of sections or "modules", each of which concentrates on a particular large technology-related topic in a cultural context. The class will start with a four-week module on Samurai Swords and Blacksmithing, followed by smaller units on Chinese Cooking, the Invention of Clocks, and Andean Weaving, and end with a four-week module on Automobiles and Engines. In addition, there will be a series of hands-on projects that tie theory and practice together. The class discussions range across anthropology, history, and individual development, emphasizing recurring themes, such as the interaction between technology and culture and the relation between "skill" knowledge and "craft" knowledge.Culture Tech evolved from a more extensive, two-semester course which formed the centerpiece of the Integrated Studies Program at MIT.  For 13 years, ISP was an alternative first-year program combining humanities, physics, learning-by-doing, and weekly luncheons.  Culture Tech represents the core principles of ISP distilled into a 6-unit seminar. Although many collections of topics have been used over the years, the modules presented here are a representative sequence. 

This course will introduce the student to the history of the world's major civilizations from medieval times to the early modern era. The student will learn about the pivotal political, economic, and social changes that took place in Asia, Africa, the Americas, and Europe during this period. By the end of the course, the student will understand how many different civilizations evolved from isolated societies into expansive, interconnected empires capable of exerting global influence. Upon completion of this course, students will be able to: Think critically and analytically about world history in the medieval and early modern eras; Identify and describe the emergence, decline, and main features of the Byzantine Empire; Identify the origins and characteristics of the European medieval period and describe the rapidly changing forces at work in society, the economy, and religion during this time; Identify the origins of the Aztec and Inca civilizations and assess how these empires affected socio-economic development in the Americas; Identify the origins of the Tang and Song dynasties in China and assess the impact of these empires on Chinese government, society, religion, and economy during what scholars refer to as the 'golden age'; Identify the origins of the Mongol Empire, which dominated much of Asia in the twelfth and thirteenth centuries. Students will analyze the nature of this empire created by nomads; Identify the reasons for a changing balance in the world economy in the 1400s and analyze why Europe superseded Asia as the most dominant civilization on the globe; Assess how and why the European Age of Discovery had such a large impact on the New World, Africa, the Middle East, and Asia; Identify the origins and characteristics of the Renaissance and describe its impact on European civilization as a whole; Identify the origins of the Reformation and Counter-Reformation in Europe and assess how this movement altered the social, political, and religious fabric of Europe; Identify the origins of colonial Brazil and New Spain. Students will also be able to assess the impact of Spanish and Portuguese colonization on the New World, Africa, and Europe; Identify the origins of the Ottoman, Safavid, and Mughal empires and assess the unique characteristics of these dynasties and their impact upon Asia and the world; Identify the origins of the Atlantic slave trade, assessing how this forced migration of peoples affected Africa, Africans, Europe, and the New World; Analyze and describe the Asian trading world, the Ming dynasty in China, the Ňwarring states,' and early modern eras in Japan; Analyze and interpret primary source documents from the medieval period to the early modern era using historical research methods. (History 221)

This subject examines the interactions of East Asia with the rest of the world and the relationships of each of the East Asian countries with each other, from ca. 1500 to 2000 A.D. Primary focus on China and Japan, with some reference to Korea, Vietnam, and Central Asia. Asks how international diplomatic, commercial, military, religious, and cultural relationships joined with internal processes to direct the development of East Asian societies. Subject addresses perceptions and misperceptions among East Asians and foreigners.

Examines traditional forms of East Asian culture (including literature, art, performance, food, and religion) as well as contemporary forms of popular culture (film, pop music, karaoke, and manga). Covers China, Japan, Korea, Taiwan, and Hong Kong, with an emphasis on China. Attention given to women's culture. The influence and presence of Asian cultural expressions in the US are also considered. Use made of resources in the Boston area, including the MFA, the Children's Museum, and the Sackler collection at Harvard. Taught in English.

Examines traditional forms of East Asian culture (including literature, art, performance, food, and religion) as well as contemporary forms of popular culture (film, pop music, karaoke, and manga). Covers China, Japan, Korea, Taiwan, and Hong Kong, with an emphasis on China. Attention given to women's culture. The influence and presence of Asian cultural expressions in the US are also considered. Use made of resources in the Boston area, including the MFA, the Children's Museum, and the Sackler collection at Harvard. Taught in English.

A survey of world economic history, designed to introduce economics graduate students to the subject matter and methodology of economic history. Topics chosen to show a wide variety of historical experience and illuminate the process of industrialization. Term paper due at the end of IAP. This subject is taught at MIT in an open format. The interactive discussion ranges widely and is designed to help entering graduate students understand the context of the specific papers, read empirical work critically, and make up their minds whether an argument is convincing. The aims of the subject therefore are both to inform students about economic history and to give them a taste of applied economic research.

In this video segment adapted from NASA, students in Matsuyama City, Japan, interview Expedition 8 Commander and NASA Science Officer Mike Foale and Flight Engineer Alexander Kaleri about life and work aboard the International Space Station.

The unit is a gentle, eclectic introduction to Japanese film. It also draws some comparisons between US films and Japanese films. Students examine US and Japanese film from multiple perspectives. The unit features readings, presentations, and interactive activities. For the culminating project, each student creates a simple website on a Japanese movie that he or she has chosen to watch.

SPARK goes into rehearsals with butoh dancer Ledoh, as he explores the ancient, agrarian roots of his Ka-Ren ancestry in Burma with his group The Salt Farm Butoh Dance Company. This Educator Guide traces the history of butoh to its origins in post-war Japan and its diverse contemporary forms.

Denis Healey was the British secretary of state for defense from 1964 to 1970 and chancellor of the exchequer from 1974 to 1979. In this video segment, Healey reflects on the period in which he was defense secretary under Prime Minister Harold Wilson. He recalls the opposing interests of Germany and the United States with regard to nuclear strategy, explains his 'Healey theorem' of deterrence, and clarifies France's position that alliances can't coexist with nuclear weapons. Healey also assesses U.S. defense secretary Robert McNamara's quest for tidy solutions to 'insoluble' nuclear problems. In his interview conducted for War and Peace in the Nuclear Age: 'The Education of Robert McNamara,' Healey begins with a comparison between Soviet and North Atlantic Treaty Organization (NATO) conventional military strength. He elaborates on France's opposition to the notion of 'extended deterrence' and on his own role in persuading NATO to adopt 'flexible response' strategy. He traces the evolution of his military analysis of massive retaliation, describes his collaboration with McNamara in developing flexible-response doctrine, reiterates the expectation that SALT III would follow shortly after a ratified SALT II Treaty, and shares how he ultimately lost faith in flexible response. He also discusses the extraordinary growth of U.S. tactical nuclear weapons in Europe, Britain's response to the proposal for a Multilateral Force in the early 1960s, German chancellor Helmut Schmidt's distrust of U.S. president Jimmy Carter, and his own opposition to U.S. Euro-strategic missiles. As a fellow defense intellectual, Healey was encouraged by national security adviser Henry Kissinger's appointment: he was sure that detente could move forward. He admired Kissinger's boldness in dodging 'all official channels which he doesn't like anybody else doing,' but he was disappointed by Kissinger's failure to consult with allies. For the future, Healey believes that there should be fifty-percent reductions in strategic and conventional weapons, particularly when 'one side or the other has superiority.' He also advocates a 'nuclear-free corridor' to avoid accidental war.