This is a clinically oriented course, which covers topics that were not included in the basic courses of both removable partial denture fabrication and complete denture fabrication. Topics including denture repairs, overdentures, implant supported dentures, single dentures, and combination case will be covered on the complete denture side of the course. Topics on the removable partial denture side of the course will include rotational path removable partial dentures, swing lock and precision attachment removable partial dentures, as well as repair and maintenance phase information.

For each of the subtopics of the sequence a list of comprehensive behavioral goals and cognitive objectives will explicitly define what a student should know and be able to do by the end of the sequence. These objectives provide a focus for "active" studying. It is important to note that mastery of the "basic facts" concerning structure and function, as defined in these lists of cognitive objectives, is an essential, but only the first step, in life long learning. You must also be able to use these facts in a logical manner to solve problems. Physiologic and pathophysiologic problem solving is the basis of medical practice. Accordingly, examinations will attempt to test not only for mastery of the cognitive objectives but, to the extent we are able, to test for your ability to manipulate this material, i.e., for your ability to solve problems.

Course prepares you to advise clients or your own organization on the design of contracts and screening policies when one of the parties has an information advantage over the other. For example, students study the design of patent licenses (the licensor knows more about the market), the design of social systems to reduce spam (the spam sender knows more about the content before the recipient decides whether to read), and the design of performance contracts for professional services (e.g., consultants, contract programmers, etc., when the contractor knows more than the employer about her level of effort). This course follows SI 646.

HMP 607 is the third in a three-course sequence intended to impart to generalist administrators the knowledge of finance and accounting necessary to manage health care organizations. The first course, HMP 608, covers financial accounting. The second course, HMP 606, focuses on managerial accounting topics. This third course concentrates on corporate finance topics. It aims to impart an understanding of how finance theory and practice can inform the decision-making of the health care firm. As such, HMP 607 is most appropriately considered a corporate finance course, as opposed to a course in financial markets. In addition, it will integrate corporate finance and accounting theories, institutional knowledge of health care finance, and applications to specific problems.

Dr. Stephen Bayne's course on dental materials, including gold alloys, composites, amalgams, glass ionomers, ceramics, waxes, etc. for operative dentistry, fixed and removable prosthodontics.

Course is the first in a two-part sequence exploring contemporary practices, challenges, and opportunities at the intersection of information technology and democratic governance. Whereas the second course focuses on challenges and innovations in democratic administration, this first course focuses on theories and practices of democratic politics and the shifting role of information technologies in supporting, transforming, and understanding these. The first half of the course seeks to ground contemporary discussion around IT and politics in various flavors of democratic and political theory. The second half builds on this foundation to explore ways in which information and information technologies have come to support, constrain, and otherwise inflect a range of contemporary democratic practices.

Course is the second of a two-part sequence exploring contemporary practices, challenges, and opportunities at the intersection of information technology and democratic governance. Whereas the first course (SI 532) focuses on tensions and innovations in democratic politics, this course takes on emerging directions in democratic administration and the shifting role of information technologies in supporting, transforming, and understanding these. The first part of the course sets contemporary discussions of digital or "E-government" against a richer backdrop of administrative, bureaucratic, and organizational theory. The second part of the course explores a range of cases in which emergent informational forms and practices have entered -- and in some cases, begun to alter -- the traditional art and practice of government Drawing on examples from local, state, federal, and international experience, students are encouraged to adopt a practical and appropriately critical take on the practice, problems, and possibilities for democratic administration in an increasingly IT-saturated age.

This seven-week course is the second in a two-part sequence exploring contemporary practices, challenges, and opportunities at the intersection of information technology and democratic governance. This second half of the course takes on emerging directions in democratic administration – and the shifting role of information technologies in supporting, transforming, and understanding these. The course locates recent and emerging digital or e-government initiatives in historical, institutional, and comparative context. Throughout, we will explore a range of local, national, and international cases in which new informational forms and practices have met with – and in some cases, begun to alter – the traditional art and practice of democratic administration.

This seven-week course is the first in a two-part sequence exploring contemporary practices, challenges, and opportunities at the intersection of information technology and democratic governance. This first half of the course focuses on theories and practices of democratic politics and the shifting role of information technologies in shaping, transforming, and understanding these. The course seeks to ground contemporary discussions around IT and politics in various flavors of democratic, political, and social theory.

This is a special topics seminar focusing on the current state of “digital libraries” broadly defined. The seminar is multi-disciplinary in focus and in method, covering the history of the idea, its manifestation as projects and programs in academic, non-profit, and research settings, and the suite of policy issues that influence their development and growth. The concept of the digital library will serve as an intellectual construct within which to explore the related concepts of scholarly communication, digital preservation, cyberinfrastructure, representation, and information technology standards. Given the seminar format, students will be expected to master a diverse literature, to participate actively in the discussion of issues, and to take steps, collectively and individually, to advance our understanding of future directions of digital libraries.

This course focuses on the current state of "digital libraries" from a multidisciplinary perspective. Its point of departure is the possibilities and prospects for convergence of professions and cultures around the notion of digital media and content. The course covers the history of the idea of the digital library and the digital archive, especially its manifestation as projects and programs in academic, nonprofit, and research settings, and the suite of policy issues that influence the development and growth of digital libraries and archives. A foundation of core archival principles as applied in digital library and archives settings serves as an intellectual construct supporting the exploration of the related concepts of scholarly communication, digital preservation, cyberinfrastructure, representation, and standards/best practices. Students are expected to master a diverse literature, to participate actively in the discussion of issues, and to take steps, collectively and individually, to advance our understanding of future directions of digital libraries and archives.

The Endocrine Sequence is a two-week unit designed to teach the basic principles of hormone secretion and action and the clinical disorders which result from abnormalities of hormonal activities. Students are expected to be familiar with the functions of the endocrine glands, the structure, secretion and action of the important hormones, and the major clinical endocrine disorders. Emphasis will be placed on understanding pathophysiology and being able to use general principles in endocrine physiology (e.g. negative feedback) or in the management of endocrine disorders (e.g., insulin management) in consideration of specific circumstances and clinical cases.

This is a standard course in "game theory," designed with the School of Information MSI students as the primary audience. This course is the pre-requisite for several ICD courses. To be well-prepared for management, policy and analysis in the information professions you need to first have a solid grounding in game theory and its applications to problem solving. Thus, the primary objective is to teach you a set of useful theories and how to apply them to solve problems. The emphasis is on method and application.

This program was designed for dental hygiene and dentistry students to help them learn about evidence-based dentistry and its role in providing quality dental care. This program uses patient-based case studies combined with interactive tools and activities to help students become effective consumers of oral health research data. They learn to locate, evaluate, and use the outcomes of research studies to improve patient assessment, diagnosis, clinical decision making, and treatment planning, as well as help students learn how ask focused research questions and plan a research study.

General Learning Objectives for Immunology

1. To understand the structural and genetic basis of diversity and specificity of immunoglobulins and T cell receptors.
2. To understand the utility of antibodies in many clinical tests for proteins, hormones, etc.
3. To understand the events that hallmark the antigen-independent and antigen-dependent phases of B cell differentiation.
4. To understand the diversity of MHC molecules, and how that diversity differs from immunoglobulin and T cell receptor diversity.
5. To understand how MHC molecules present antigens, and how antigens are processed to before presentation.
6. To understand positive and negative T cell selection in the thymus, and how those events influence the final T cell repertoire.
7. To understand the requirements for T cell activation by antigen, and how the nature of the antigen presenting cell influences the outcome of antigen recognition.
8. To understand that transplantation reactions are mainly the result of T cell recognition of allogeneic MHC molecules.
9. To understand how the effector functions of antibodies, T cells, macrophages, neutrophils, and NK cells can eliminate pathogens or lead to pathology.
10. To understand the function of CD4+ Th1, CD4+ Th2 cells, and CD8+ cytotoxic T cells in the immune response.
11. To appreciate the multiple roles of cytokines and chemokines in mediating interactions between leukocytes and other leukocytes and between leukocytes and other types of cells.
12. To understand how cells in both innate and acquired immunity can encounter a pathogen first at one site, and then fight an infection at some distal site.

Explores techniques for assessment of reading and writing skills and for development of individualized instruction in classroom settings; develops strategies for meeting the needs of individual students through the evaluation, utilization, and adaptation of commercial reading materials and through the formation of principles and techniques for producing effective teacher-prepared materials.

This course is a half-semester module, Information Economics. In the second half-semester I teach a companion module, Incentive-Centered Design: Contracting and Signaling. My goal is to give you a strong grounding in the economics of information goods and services. We will analyze strategic issues faced by for-profit and not-for-port organizations: pricing, bundling, versioning, network externalities and rights management. My teaching objectives are: To provide you with a framework for understanding information problems that involve the allocation of scarce information resources; To familiarize you with the analysis of information problems through the application of economic principles (e.g., rationality, efficiency); To prepare you to analyze realistic, incompletely specified problems of the sort that confront consultants, product and pricing managers, policy makers, entrepreneurs and others.

Course provides a strong grounding in the economics of information goods and services. Students analyze strategic issues faced by for-profit and not-for-profit organizations: pricing, bundling, versioning, product differentiation and variety, network externalities, and rights management. This course precedes SI 680.

Explores related and sometimes competing legal and policy frameworks for the development and dissemination of ideas and expression in the Information Age. The ways in which principles of free speech and expression compare and contrast with intellectual property rights are explored in relation to the advancement of knowledge and innovation, with particular focus on the impact of the Internet and new technology. The impact of other legal considerations and values on the development and dissemination of ideas and information (such as security, privacy, local control vs. national and international considerations, competition, and the protection of minors) are also examined. The course draws upon the contexts of education, business, and government.