Statistical communication is an important component of the capacity to "think with data." The course will integrate theoretical and practical aspects of statistics with a focus on communicating results and their implications. Students will gain experience clearly synthesizing and explaining complex data using diverse predictive and explanatory models.
This course is designed for students with substantial fluency in speaking and comprehending conversational Russian but limited training in writing and reading the language. We will focus on building the students’ literacy in written Russian through readings in classical literary texts and contemporary media; analysis and application of key grammatical categories; and frequent writing exercises that will build the students’ ability to express their thoughts and interpret artifacts of Russian culture.
This course will afford students the opportunity to experience the process of national security policy-making through role-play and intensive interaction mediated by visitors with extensive White House experience and direct involvement in significant strategic decisions.
(Offered as HIST 258 [ME] and ASLC 258) In 2011, the Middle East was convulsed by revolutions. Some, like Syria's, are still raging; others, as in Egypt, appear to be in remission. Some states, particularly monarchies, seem to have proved immune. This course will ask why these revolutions erupted, why they did so in 2011, and why some states were transformed and others were not. It will also explore the development of Israel’s political economy since independence.
When writing about literature, performance, or indeed any form of art, you face a difficult task. In order to share your perceptions with readers, you must first conjure the artwork for them using nothing but words. The ancient Greeks had a name for this feat: ekphrasis, literally the “speaking out” of an experience or thing, the verbal description of a non-verbal work of art.
Inequality is arguably one of the primary issues of our time. In this course, we will focus on understanding the particular manifestations of inequality in health and individual well-being that derive from inequality in environmental conditions. We will start with the canonical models of public economics, studying the role of government and paying particular attention to how failures of standard assumptions of rationality, perfect information, and perfect competition will lead to inefficiencies and inequities.
This course will introduce students to the field of behavioral economics, which combines insights from psychology with the tools of economics. We will review some of the major findings in behavioral economics, and try to understand their implications for market outcomes and government policies. In doing so, we will review both academic papers as well as popular non-fiction in the field.
Requisite: ECON 111/111E. Limited to 35 students. Spring semester. Professor Raymond.
In Between the World and Me, Ta-Nehisi Coates says “race is the child of racism, not the father.” How might this view help reshape our understanding of race and identity? In the United States, how does racism generate the ways that we think of ourselves as white, or of color, or as individuals for whom race somehow does not matter? Is our racial identification a permanent marker, or is it a process?
