Sounds of War, by Susanna Hast, is a book on the aesthetics of war experience in Chechnya. It includes theory on, and stories of, compassion, dance, children’s agency and love. It is not simply a book to be read, but to be listened to. The chapters begin with the author’s own songs expressing research findings and methodology in musical form. Susanna Hast is Academy of Finland postdoctoral researcher with a project “Bodies in War, Bodies in Dance” (2017–2020) at the Theatre Academy Helsinki, University of the Arts. She does artistic research on emotions, embodiment and war and teaches dance for immigrant and asylum-seeking women in Finland.

At its most basic definition the practice of law comprises conducting research to find relevant rules of law and then applying those rules to the specific set of circumstances faced by a client. However, in American law, the legal rules to be applied derive from myriad sources, complicating the process and making legal research different from other sorts of research. This text introduces first-year law students to the new kind of research required to study and to practice law. It seeks to demystify the art of legal research by following a “Source and Process” approach. First, the text introduces students to the major sources of American law and describes the forms the various authorities traditionally took in print. After establishing this base, the text proceeds to instruct students on the methods they will most likely use in practice, namely electronic research techniques and the consultation of secondary sources. Sources of Law incorporates screencasts currently hosted on YouTube that actively demonstrate the processes described in the static text. Finally, the text illustrates how the different pieces come together in the legal research process.

Sources of Law focuses on realistic goals for 1Ls to learn in a relatively small amount of instruction time, and so focuses mainly on the basics. It does introduce some advanced material so that 1Ls can recognize pieces of information they may encounter in research, but it does not fully cover researching materials outside the scope of the traditional 1L course. As such, it is best-suited for introductory legal research courses for 1Ls.

The 2014 Russia–Ukraine conflict has transformed relations between Russia and the West into what many are calling a new cold war. The West has slowly come to understand that Russia’s annexations and interventions, interference in elections, cyber warfare, disinformation, assassinations in Europe and support for anti-EU populists emerge from Vladimir Putin’s belief that Russia is at war with the West. This book shows that the crisis has deep roots in Russia’s inability to come to terms with an independent Ukrainian state, Moscow’s view of the Orange and Euromaidan revolutions as Western conspiracies and, finally, its inability to understand that most Russian-speaking Ukrainians do not want to rejoin Russia. In Moscow’s eyes, Ukraine is central to rebuilding a sphere of influence within the former Soviet space and to re-establishing Russia as a great power. The book shows that the wide range of ‘hybrid’ tactics that Russia has deployed show continuity with the actions of the Soviet-era security services.

This course provides a global history of South Asians and introduces students to the cultural, social, economic, and political experiences of immigrants who traveled across the world. It studies how and why South Asians, who have migrated to America, Europe, Africa, the Caribbean and the Middle East, are considered a model minority in some countries and unwanted strangers in others. Through literature, memoirs, films, music, and historical writing, it follows South Asian migrants as they discovered the world beyond India, Pakistan, and Bangladesh.

This unit begins by introducing students to the historical motivation for space exploration. They learn about the International Space Station, including current and futuristic ideas that engineers are designing to propel space research. Then they learn about the physical properties of the Moon, and think about what types of products engineers would need to design in order for humans to live on the Moon. Lastly, students learn some descriptive facts about asteroids, such as their sizes and how that relates to the potential danger of an asteroid colliding with the Earth.

This workshop explores how designers might become as sensitive to space as they are to objects. Through a number of projects and precedent studies, architectural design is studied in relation to the Space Between. The design process is studied in reverse, considering space first and objects second. This is not to imply that objects are not important, but rather that space is equally important.

The seminar explores current issues in space policy as well as the historical roots for the issues. Emphasis on critial policy discussion combined with serious technical analysis.The range of issues cover national security space policy, civil space policy, as well as commercial space policy. Issues explored include: the GPS dilemma, the International Space Station choices, commercial launch from foreign countries, and the fate of satellite-based cellular systems.

Reviews rocket propulsion fundamentals. Discusses advanced concepts in rocket propulsion ranging from chemical engines to electrical engines. Topics include: advanced mission analysis, physics and engineering of microthrusters, solid propellant rockets, electrothermal, electrostatic, and electro-magnetic schemes for accelerating propellant. Some coverage is given of satellite power systems and their relation to propulsion systems. Space Propulsion begins with a review of rocket propulsion fundamentals. The course then proceeds into advanced propulsion concepts, ranging from chemical to electrical engines. Propulsion system selection criteria and mission analysis are introduced. The bulk of the semester is devoted to the physics and engineering of various engine classes, including electrothermal, electrostatic and electro-magnetic. Specific topics include arcjets, ion engines, Hall thrusters and colloid thrusters.

From 1945 to 1991, the United States and the Union of Soviet Socialist Republics (USSR) engaged in the Cold War, a conflict in which the communist Soviet Union and the democratic United States competed for influence over countries around the world. During this era, the US and USSR also took their rivalry beyond earth into space through a series of aeronautic developments and flight tests known as the Space Race. After advances in defense technology during World War II and the United States’ use of atomic bombs, each side looked to propel its scientific and technological capability forward by building new missiles, rockets, and spacecraft. The Soviets had many early successes in the Space Race, including the launch of the first satellite, Sputnik (1957), and the first man in space, Yuri Gagarin (1961). However, the United States caught up and eventually overtook the Soviet Union, particularly when American astronaut Neil Armstrong and the crew of the Apollo 11 mission became the first humans to land on the moon in 1969.

Students are given the following engineering challenge: "The invasion has taken place and we need to find a new home. To ensure your survival beyond Earth's occupation you must design a shelter that can be built on another planet." Then students research the characteristics of a planet of their choosing. They design shelter that enables them to survive on a new planet, and explain it in words to the rest of the class. This is a great activity to add to a unit on the solar system.

Space System Architecture and Design incorporates lectures, readings and discussion on topics in the architecting of space systems. The class reviews existing space system architectures and the classical methods of designing them. Sessions focus on multi-attribute utility theory as a new design paradigm for space systems, when combined with integrated concurrent engineering and efficient searches of large architectural tradspaces. Designing for flexibility and uncertainty is considered, as are policy and product development issues.

In 16.89/ESD.352 the students will first be asked to understand the key challenges in designing ground and space telescopes, the stakeholder structure and value flows, and the particular pros and cons of the proposed project. The first half of the class will concentrate on performing a thorough architectural analysis of the key astrophysical, engineering, human, budgetary and broader policy issues that are involved in this decision. This will require the students to carry out a qualitative and quantitative conceptual study during the first half of the semester and recommend a small set of promising architectures for further study at the Preliminary Design Review (PDR).Both lunar surface telescopes as well as orbital locations should be considered. The second half of the class will then pick 1-2 of the top-rated architectures for a lunar telescope facility and develop the concept in more detail and present the detailed design at the Critical Design Review (CDR). This should not only sketch out the science program, telescope architecture and design, but also the stakeholder relationships, a rough estimate of budget and timeline, and also clarify the role that human explorers could or should play during both deployment and servicing/operations of such a facility (if any).

In this lesson, students are introduced to the historical motivation for space exploration. They learn about the International Space Station as an example of recent space travel innovation and are introduced to new and futuristic ideas that space engineers are currently working on to propel space research far into the future!

To understand the challenges of satellite construction, student teams design and create model spacecraft to protect vital components from the harsh conditions found on Mercury and Venus. They use slices of butter in plastic eggs to represent the internal data collection components of the spacecraft. To discover the strengths and weaknesses of their designs, they test their unique thermal protection systems in a planet simulation test box that provides higher temperature and pressure conditions.

Exploration of space is never out of the news for long and the desire to construct lower-cost, reliable and more capable spacecraft has never been greater. At TU Delft years of technology development and research experience in space engineering allow us to offer this course, which examines spacecraft technologies for satellites and launch vehicles.

This course provides:

knowledge of the technical principles of rockets and satellite bus subsystems
the ability to select state-of-the-art, available components
analysis of the physical and technical limitations of subsystem components
identification of the key performance parameters of different spacecraft subsystems
comparison of the values obtained by ideal theory and real-life ones
opportunity to make preliminary designs for a spacecraft based on its key requirements

This lesson introduces students to the space environment. It covers the major differences between the environment on Earth and that of outer space and the engineering challenges that arise because of these discrepancies. In order to prepare students for the upcoming lessons on the human body, this lesson challenges them to think about how their bodies would change and adapt in the unique environment of space.

Civil engineers design structures such as buildings, dams, highways and bridges. Student teams explore the field of engineering by making bridges using spaghetti as their primary building material. Then they test their bridges to see how much weight they can carry before breaking.

Student pairs design, build and test model vehicles capable of rolling down a ramp and then coasting freely as far as possible. The challenge is to make the vehicles entirely out of dry pasta using only adhesive (such as hot glue) to hold the components together. Creativity is encouraged and different types of pasta are provided to support different functions such as round pasta for wheels and sheet pasta for the chassis. Students become familiar with the concepts of gravitational potential energy, kinetic energy and rolling resistance. Teams follow the steps of the engineering design process as they design, test and redesign their small-sized vehicles, working within the project's material constraints. The winner of the competitive final event is the pasta car that travels the longest distance beyond the bottom of the ramp.

Determining whether 3 vectors are linearly independent and/or span R3. Created by Sal Khan.