History 116, the first part of the introductory surveys of Western Civilization. This course covers the period from –early civilized man to the early Middle Ages of Europe, with emphasis on Greece, Rome, Egypt and other Mediterranean peoples.

Through a series of three lessons and one activity, students are introduced to inertia, forces and Newton's three laws of motion. For each lesson, a combination of class demonstrations and PowerPoint® presentations are used to explain, show and relate the concepts to engineering. Lesson 1 starts with inertia, forces and Newton's first law of motion. Lesson 2 builds on lesson 1 with s review and then introduces Newton's second law of motion. Lesson 3 builds on the previous two lessons with a review and then introduces Newton's third law of motion. In a culminating activity, students apply their knowledge of forces, friction, acceleration and gravity in an experiment to measure the average acceleration of a textbook pulled along a table by varying weights, and then test the effects of friction on different surfaces.

Through four lesson and four activities, students are introduced to the logic behind programming. Starting with very basic commands, they develop programming skills while they create and test programs using LEGO MINDSTORMS(TM) NXT robots. Students apply new programming tools move blocks, wait blocks, loops and switches in order to better navigate robots through mazes. Through programming challenges, they become familiar with the steps of the engineering design process. The unit is designed to be motivational for student learning, so they view programming as a fun activity. This unit is the third in a series. PowerPoint® presentations, quizzes and worksheets are provided throughout the unit.

According to the United States Agency for International Development, 20 million people in developing countries require wheelchairs, and the United Nations Development Programme estimates below 1% of their need is being met in Africa by local production. Wheelchair Design in Developing Countries (WDDC) gives students the chance to better the lives of others by improving wheelchairs and tricycles made in the developing world. Lectures will focus on understanding local factors, such as operating environments, social stigmas against the disabled, and manufacturing constraints, and then applying sound scientific/engineering knowledge to develop appropriate technical solutions. Multidisciplinary student teams will conduct term-long projects on topics such as hardware design, manufacturing optimization, biomechanics modeling, and business plan development. Theory will further be connected to real-world implementation during guest lectures by MIT faculty, Third-World community partners, and U.S. wheelchair organizations. This class is made possible by an MIT Alumni Sponsored Funding Opportunities grant with additional support from the National Collegiate Inventors and Innovators Alliance, the MIT Public Service Center, and the MIT Edgerton Center; special thanks to CustomInk.com.

During this course, we will study the similarities between cancer and normal development to understand how tumors co-opt normal developmental processes to facilitate cancer initiation, maintenance and progression. We will examine critical signaling pathways that govern these processes and, importantly, how some of these pathways hold promise as therapeutic targets for cancer treatment. We will discuss how future treatments might be personalized to target cancer cells in specific patients. We will also consider examples of newly-approved drugs that have dramatically helped patients combat this devastating disease. This course is one of many Advanced Undergraduate Seminars offered by the Biology Department at MIT. These seminars are tailored for students with an interest in using primary research literature to discuss and learn about current biological research in a highly interactive setting. Many instructors of the Advanced Undergraduate Seminars are postdoctoral scientists with a strong interest in teaching.

This e-Book is a first step toward a shift in the role of the printed textbook from authoritative serial repository to modular, customizable, linkable, interactive hub. The ideal modern textbook should provide a clear overview of the domain, short summaries of key content, links to more detailed online source material, embedded self-assessment, and a vehicle for instant student feedback. This open-source e-Book for introductory mechanics uses ideas from modeling physics to encourage strategic, concept-based problem solving and employs a wiki format to enable multiple parallel organizations of the material, links to resources and student comments.

In dit college worden structuren uit de wiskunde behandeld, zoals natuurlijke getallen en inductie, reële getallen en volledigheid, functies en continuïteit, convergentie van getallenrijen, functierijen en getallenreeksen. Het doel hiervan is niet zozeer het leren van rekenvaardigheden in de analyse, maar meer het begrijpen van de theorie daarachter, in het bijzonder het leren omgaan met definities, stellingen en bewijzen. Hiermee wordt een stevig fundament gelegd voor verdere studie in de wiskunde.

Exploration of the changes and continuities in the lives of South Asian women. Using gender as a lens, examine how politics of race, class, caste, and religion have affected women in South Asian countries, primarily in India, Pakistan, Bangladesh and Sri Lanka. Current debates within South Asian women's history illustrate the issues and problems that arise in re-writing the past from a gendered perspective. Primary documents, secondary readings, films, newspaper articles, and the Internet.

The heritage of women represents one-half of the history of the United States; for that reason alone it is worthy of closer scrutiny than it has received in standard history courses. The movement of women for social, political, and economic equality represents the longest and most far-reaching civil rights movement in U.S. history, yet it is a movement that has received minimal space and attention in standard history courses. This class is an attempt to bring to the foreground a history that we all share but perhaps have until now lacked the opportunity or information to focus on. It is a history that I find both maddening and inspiring, and one whose study is challenging, difficult, and ultimately so rewarding that it is worth every bit of effort, and then some.

This pass/fail seminar should be a fun setting where we can all enjoy a love of good books together. Students will read approximately one novel every two weeks, and the class will discuss each novel in a relaxed and interactive setting, with attention to whatever themes and issues interest them most about each book. We will read a wide mixture of classic and contemporary novels written by women, including: Edith Wharton, The House of Mirth; Toni Morrison, Jazz; Virginia Woolf, Mrs. Dalloway; Alice Walker, The Color Purple; Charlotte Bronte, Jane Eyre; Sheri Reynolds, The Rapture of Canaan; Jane Austen, Pride and Prejudice; and Sylvia Plath, The Bell Jar. Recurrent issues likely to be discussed include: gender, race, and class; romance, love, and marriage; depression and suicide; and conception, childbirth, and parenthood.

Historical evolution and assessment of different theories and disciplinary perspectives used in research on work, employment, and industrial relations. Introduces doctoral students to the field and explores where their research interests fit within the broader field. First part compares the normative assumptions, theories, and methodologies used by economists, historians, sociologists, psychologists, political scientists, and legal scholars from the latter nineteenth century to the present. Final portion explores strategies for advancing research on topics of current interest to participants.

The course introduces the main debates about the "new" global economy and their implications for practice and policy. Experts from academia and business will share their findings about, and direct experiences with, different aspects of globalization.

Provides an opportunity for a hands-on project development experience and emphasizes intellectual growth as well as the acquisition of technical skills. Students attend regular meetings to present and critique their work and discuss its implications. This course fulfills the first half of the Comparative Media Studies workshop sequence requirement for entering graduate students. The workshop sequence provides an opportunity for a creative, hands-on project development experience and emphasizes intellectual growth as well as the acquisition of technical skills. The course is designed to provide practical, hands-on experience to complement students' theoretical studies.

Diversity begets creativity - in this seminar we tap the amazing power of swarm creativity on the Web by studying and working together as Collaborative Innovation Networks (COINs). As interdisciplinary teams of MIT management, SCAD design, University of Cologne informatics, and Aalto University software engineering students we will explore how to discover latest trends on the Web, and how to make them succeed in online social networks. We study a wide range of methods for predictive analytics (coolhunting) and online social marketing (coolfarming), mostly based on social network analysis and the emerging science of collaboration. Students will also learn to use our own unique MIT-developed Condor tool for Web mining, social network analysis, and trend prediction.

The Workshop on Deliberative Democracy and Dispute Resolution,sponsored by the Program on Negotiation at Harvard Law School and the Flora and William Hewlett Foundation, is a two-day conference that brings together dispute resolution professionals and political theorists in the field of deliberative democracy.

This class uses lab exercises and a workshop setting to help students develop a solid understanding of the planning and public management uses of geographic information systems (GIS). The goals are to help students: acquire technical skills in the use of GIS software; acquire qualitative methods skills in data and document gathering, analyzing information, and presenting results; and investigate the potential and practicality of GIS technologies in a typical planning setting and evaluate possible applications. The workshop teaches GIS techniques and basic database management at a level that extends somewhat beyond the basic thematic mapping and data manipulation skills included in the MCP core classes (viz. 11.204 and 11.220). Instead of focusing on one thematic map of a single variable, students will concentrate on more open-ended planning questions that invite spatial analysis but will require judgment and exploration to select relevant data and mapping techniques; involve mixing and matching new, local data with extracts from official records (such as census data, parcel data and regional employment and population forecasts); utilize spatial analysis techniques such as buffering, address matching, overlays; use other modeling and visualization techniques beyond thematic mapping; and raise questions about the skills, strategy, and organizational support needed to sustain such analytic capability within a variety of local and regional planning settings. Students seeking graduate credit should enroll in the subject 11.520; undergraduates should enroll in the subject 11.188. The subjects meet together and have nearly identical content. ArcGIS/ArcMap/ArcInfo Graphical User Interface is the intellectual property of ESRI and is used herein with permission. Copyright ĺŠ ESRI. All rights reserved.

This course surveys the increasing interaction between communities, as the barrier of distance succumbed to both curiosity and new transport technologies. It explores Western Europe and the United States' rise to world dominance, as well as the great divergence in material, political, and technological development between Western Europe and East Asia post–1750, and its impact on the rest of the world. It examines a series of evolving relationships, including human beings and their physical environment; religious and political systems; and sub-groups within communities, sorted by race, class, and gender. It introduces historical and other interpretive methodologies using both primary and secondary source materials.

This open course for World Civilization I at Georgia Southern University (Armstrong) was created under a Round Eight ALG Textbook Transformation Grant. The course includes readings, films, research, writing guidelines, online resources, and publishing opportunities.

This semester, we will read writing about travel and place from Columbus's Diario through the present. Travel writing has some special features that will shape both the content and the work for this subject: reflecting the point of view, narrative choices, and style of individuals, it also responds to the pressures of a real world only marginally under their control. Whether the traveler is a curious tourist, the leader of a national expedition, or a starving, half-naked survivor, the encounter with place shapes what travel writing can be. Accordingly, we will pay attention not only to narrative texts but to maps, objects, archives, and facts of various kinds. Our materials are organized around three regions: North America, Africa and the Atlantic world, the Arctic and Antarctic. The historical scope of these readings will allow us to know something not only about the experiences and writing strategies of individual travelers, but about the progressive integration of these regions into global economic, political, and knowledge systems. Whether we are looking at the production of an Inuit film for global audiences, or the mapping of a route across the North American continent by water, these materials do more than simply record or narrate experiences and territories: they also participate in shaping the world and what it means to us. Authors will include Olaudah Equiano, Caryl Philips, Claude L?vi-Strauss, Joseph Conrad, Jamaica Kincaid, William Least Heat Moon, Louise Erdrich, ?lvar N Brazil|Caribbean|Coetzee|Columbus|Culture|Defoe|De Lery|Drama|Essay|Ethnicity|Europe|Film|French|History|Literature|Modern|Montaigne|Narrative|North America|Novel|Poetry|Religion|Report|Rowlandson|Travel|Walcott|William Shakespeare|Writing en http://creativecommons.org/licenses/by-nc-sa/3.0/ Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 remix-and-share student| Visual|Textual Curriculum/Instruction|Professional Development published 2 200
32873 learning-from-the-past-drama-science-performance-spring-2009 21L.016Spring2009 2010-10-07T04:39:16 Learning from the Past: Drama, Science, Performance, Spring 2009 1/1/2009 Henderson, Diana|Sonenberg, Janet | | M.I.T. M.I.T.:M.I.T. OpenCourseWare https://www.oercommons.org/courses/learning-from-the-past-drama-science-performance-spring-2009 https://ocw.mit.edu/courses/literature/21l-016-learning-from-the-past-drama-science-performance-spring-2009/ Arts and Humanities|Performing Arts|Philosophy|Religious Studies|World Cultures|Astronomy|Chemistry|Physics Full Course Downloadable docs|Text/HTML Post-secondary This class explores the creation (and creativity) of the modern scientific and cultural world through study of western Europe in the 17th century, the age of Descartes and Newton, Shakespeare, Milton and Ford. It compares period thinking to present-day debates about the scientific method, art, religion, and society. This team-taught, interdisciplinary subject draws on a wide range of literary, dramatic, historical, and scientific texts and images, and involves theatrical experimentation as well as reading, writing, researching and conversing. The primary theme of the class is to explore how England in the mid-seventeenth century became "a world turned upside down" by the new ideas and upheavals in religion, politics, and philosophy, ideas that would shape our modern world. Paying special attention to the "theatricality" of the new models and perspectives afforded by scientific experimentation, the class will read plays by Shakespeare, Tate, Brecht, Ford, Churchill, and Kushner, as well as primary and secondary texts from a wide range of disciplines. Students will also compose and perform in scenes based on that material."

Students, scholars, bloggers, reviewers, fans, and book-group members write about literature, but so do authors themselves. Through the ways they engage with their own texts and those of other artists, sampling, remixing, and rethinking texts and genres, writers reflect on and inspire questions about the creative process. We will examine Mary Shelley's reshaping of Milton's Paradise Lost, German fairy tales, tales of scientific discovery, and her husband's poems to make Frankenstein (1818, 1831); Melville's redesign of a travel narrative into a Gothic novella in Benito Cereno (1856); and Alison Bechdel's rewriting of Oscar Wilde's The Importance of Being Earnest (1895) in her graphic novel Fun Home (2006). Showings of film versions of some of these works will allow us to project forward in the remixing process as well.