This course provides students with a broad historical and social-scientific introduction to a central aspect of modern economic life: Finance. By drawing upon a variety of disciplinary perspectives from the humanities and social sciences, the course offers a multi-dimentional picture of finance, not only as an economic phenomenon, but as a political, cultural, intellectual, material, and technological one. The course offers an introduction to foundational financial concepts and technologies, and will help students understand finance as a complex and multifaceted phenomenon. This course also provides students with the opportunity to improve skills in written communication, and to learn tools for historical analysis and textual interpretation.

This subject offers a broad survey of texts (both literary and philosophical) drawn from the Western tradition and selected to trace the growth of ideas about the nature of mankind's ethical and political life in the West since the renaissance. It will deal with the change in perspective imposed by scientific ideas, the general loss of a supernatural or religious perspective upon human events, and the effects for good or ill of the increasing authority of an intelligence uninformed by religion as a guide to life. The readings are roughly complementary to the readings in 21L001, and classroom discussion will stress appreciation and analysis of texts that came to represent the cultural heritage of the modern world.

This design-based subject provides a first course in energy and thermo-sciences with applications to sustainable energy-efficient architecture and building technology. No previous experience with subject matter is assumed. After taking this subject, students will understand introductory thermodynamics and heat transfer, know the leading order factors in building energy use, and have creatively employed their understanding of energy fundamentals and knowledge of building energy use in innovative building design projects. This year, the focus will be on design projects that will complement the new NSTAR/MIT campus efficiency program.

Fundamentals of photoelectric conversion: charge excitation, conduction, separation, and collection. Lectures cover commercial and emerging photovoltaic technologies and cross-cutting themes, including conversion efficiencies, loss mechanisms, characterization, manufacturing, systems, reliability, life-cycle analysis, risk analysis, and technology evolution in the context of markets, policies, society, and environment.
This course is one of many OCW Energy Courses, and it is an elective subject in MIT's undergraduate Energy Studies Minor. This Institute–wide program complements the deep expertise obtained in any major with a broad understanding of the interlinked realms of science, technology, and social sciences as they relate to energy and associated environmental challenges.

Run as a workshop, students collaborate in teams to design and prototype games for social change and civic engagement. Through readings, discussion, and presentations, we explore principles of game design and the social history of games. Guest speakers from academia, industry, the non-profit sector, and the gaming community contribute unique and diverse perspectives. Course culminates in an end of semester open house to showcase our games.

This course draws on different disciplines, conceptual frameworks, and methodological approaches to examine gender in relation to health, including public health practice, epidemiologic research, health policy, and clinical application. It discusses a variety of health-related issues that illustrate global, international, domestic, and historical perspectives, while considering other social determinants of health as well, including social class and race.

This course will focus on understanding aspects of modern technology displaying exponential growth curves and the impact on global quality of life through a weekly updated class project integrating knowledge and providing practical tools for political and business decision-making concerning new aspects of bioengineering, personalized medicine, genetically modified organisms, and stem cells. Interplays of economic, ethical, ecological, and biophysical modeling will be explored through multi-disciplinary teams of students, and individual brief reports.

Prepares students for working and living in German-speaking countries. Focus on current political, social, and cultural issues, using newspapers, journals, TV, radio broadcasts, and Web sources from Germany, Austria, and Switzerland. Emphasis on speaking, writing, and reading skills for professional contexts. Activities include: oral presentations, group discussions, guest lectures, and interviews with German speakers. No listeners.

This course focuses on main currents in contemporary German literary and visual culture. Taking Nietzsche's thought as a point of departure, students will survey the dialectics of tradition and modernity in both Germany and other European countries, particularly the UK, France, Denmark, and Poland. Primary works are drawn from literature, cinema, art, and performance, including works by Peter Sloterdijk, Thomas Vinterberg, and Michel Houellebecq.

Handling statistical data is an essential part of psychological research. However, many people find the idea of using statistics, and especially statistical software packages, extremely daunting. This unit takes a step-by-step approach to statistics softw

This course explores the values (aesthetic, moral, cultural, religious, prudential, political) expressed in the choices of food people eat. Analyzes the decisions individuals make about what to eat, how society should manage food production and consumption collectively, and how reflection on food choices might help resolve conflicts between different values.

Driving question:What is the most irrelevant theme to today's modern society from The Great Gatsby?Purpose:1. Students to think critically and analytically.2. Students to gain a more in-depth understanding of how to find themes within texts and be able to have a deeper connection with modern society. Standards: 1) 9-10. RL. 2.2: Analyze in detail the development of two or more themes or central ideas over the course of a work of literature, including how they emerge and are shaped and refined by specific details.2) 9-10.RN.4.3: Analyze seminal U.S. and world documents of historical and literacy significance, including how they address related themes and concepts. Grabbers: To show clips from the movie to highlight themes that will be assigned to students. These clips can be used as evidence for the students projects (video clips are in teacher materials tab).https://www.youtube.com/watch?v=jKs6tUxVC7M - Morals and American Dreamhttps://www.youtube.com/watch?v=jqA1ISMJJQY - Society and Class or Moralshttps://www.youtube.com/watch?v=uyZrLD_fDLY - materialism and Gender Roleshttps://www.youtube.com/watch?v=yH7eRHHVGGA - materialismhttps://www.youtube.com/watch?v=TTWumSE8GXM - moralityhttps://www.youtube.com/watch?v=MCxbZ8D7N1o - gender rolesLesson Summary:After the class has read the Great Gatsby, Groups of five will be assigned one main theme from the reading and they will have to support why they think their theme is the most relevant in today’s modern society. They will find sub arguments within the text in order to support this claim and present this information through a digital presentation. Students will also be required to use direct references and quotes to defend their answer. Groups should split up the work evenly and work collaboratively. Students will present their digital presentations to the class. Students will then have a debate taking the persuasive stance on why they think their theme is the most relevant and support it through evidence from their research. After the digital presentations are turned in, presented, and each student is informed by other group's theme in detail by the presentation and challanged by debate, students will write an individual reflection on what theme they personally think is the most relevant in today's society.Lesson Narrative:Introduction: Remind students of presentation expecptations and focuses on the central question asked - What is the most irrelevant theme to today’s modern society from The Great Gatsby?Presentations: Students representing groups that support the six themes from the book, (morality, American dream, society, class, materialism, and gender roles) give presentations that are informative, descriptive, and supported with evidence from the book and other outside sources to the class. Instructor: Asks leading questions during presentations to allow students to go more in depth on their theme. Addresses any questions or misinterpretations that occurred during the presentations. Debate: Each group will then be challenged by the other students of different themes and should argue why their theme is the most relevant in today's society. Each group should respectfully address one another and challenge each others ideas and to support their own with their evidence from their presentations. Each group should work together in order to work towards the goal of being the most relevant by collaboration.Instructor: The instructor uses questions to clarify factual claims, ask for supporting evidence, include other members within the class in the debate, and connect the presentations to the discussion to broaden the understanding of each theme/side to the book and it's relevance.Debriefing: The instructor again asks the driving question. Clarifies any confusion, questions, or misinterpretations raised during the debate. Then summarizes what happened during the debate and lets the class think about other group's stance on their themes. Culminating Activity:1. Provide closure for major driving question.2. Gives the opportunity for students to be persuasive and show their understanding of the lesson. Lesson SummaryAfter researching, presenting, and discussing the central driving question mentioned before, students should be able to write an individual essay based off of previous experience with the project. The individual essay will require the students to reflect on their understanding and take from their personal opinion on what they think the most relevant issue in The Great Gatsby to today's modern society. Example of Culminating ActivityA Persuasive EssayAnswer the following question as an individual reflection from the previous lesson: What is your personal opinion on what theme from the Great Gatsby is the most relevant in today's society? Now that you have researched, presented, and discussed extensively the main 6 themes from the Great Gatsby: morality, American dream, society, class, materialism, and gender roles, pick ONE of these themes and have sub-arguments, evidence, and quotes to support your opinion. This paper should be at least 5 paragraphs long, see guidelines below. The paper should be in MLA format and cited correctly. No direct quotes should be longer than three lines. Paragraph 1: Introduction - short summary of the book, thesis Paragraph 2: Sub-argument with evidence from book, movie, class presentations, debate, and other outside sources to support this argument. Paragraph 3: Sub-argument with evidence from book, movie, class presentations, debate, and other outside sources to support this argument.Paragraph 4: Sub-argument with evidence from book, movie, class presentations, debate, and other outside sources to support this argument. Paragraph 5: Conclusion - Wrap up thoughts, restate thesis 

This class introduces the multidisciplinary nature of archaeology, both in theory and practice. Lectures provide a comparative examination of the origins of agriculture and the rise of early civilizations in the ancient Near East and Mesoamerica. The laboratory sessions provide practical experience in aspects of archaeological field methods and analytical techniques including the examination of stone, ceramic, and metal artifacts and bone materials. Lab sessions have occasional problem sets which are completed outside of class.

ICT has changed our lives greatly in recent years. We can communicate easily and shop online but we need to be aware of potential health risks with computers

This video segment adapted from A Science Odyssey considers modern technology's impact on society.

This course focuses on science and technology policy—it will examine the science and technology innovation system, including case studies on energy, computing, advanced manufacturing, and health sectors, with an emphasis on public policy and the federal government's role in that system.

This seminar will explore the difficulties of getting agreement on global definitions of sustainability; in particularly building international support for efforts to combat climate change created by greenhouse gas emissions as well as other international resource management efforts. We will focus on possible changes in the way global environmental agreements are formulated and implemented, especially on ways of shifting from the current "pollution controlâ€ approach to combating climate change to a more comprehensive strategy for taking advantage of sustainable development opportunities.

Through the comparative study of different cultures, anthropology explores fundamental questions about what it means to be human. It seeks to understand how culture both shapes societies, from the smallest island in the South Pacific to the largest Asian metropolis, and affects the way institutions work, from scientific laboratories to Christian mega-churches. This course will provide a framework for analyzing diverse facets of human experience such as gender, ethnicity, language, politics, economics, and art.

Introduction to Media Studies is designed for students who have grown up in a rapidly changing global multimedia environment and want to become more literate and critical consumers and producers of media. Through an interdisciplinary comparative and historical lens, the course defines "media" broadly as including oral, print, performance, photographic, broadcast, cinematic, and digital cultural forms and practices. The course looks at the nature of mediated communication, the functions of media, the history of transformations in media and the institutions that help define media's place in society. This year’s course will focus on issues of network culture and media convergence, addressing such subjects as Intellectual Property, peer2peer authoring, blogging, and game modification.

This textbook is designed for Chemeketa Community College's PSY 202. NOBA provides ancillary materials, and a common course cartridge is also available by request with more quiz questions for this content. Print copies are available from http://www.lulu.com/shop/noba-project/introduction-to-psychology-mind-society/paperback/product-22882321.html.