Graduate students register for this course when they permanently join a lab. Students should register under the supervising PI.
\nThis seminar examines the political economy of the European Union as the world's largest single market and a major actor in the international economy. After a brief look at how the EU functions internally, the course turns to its role as a global economic power, examining the drivers of its foreign economic policy and its interactions with other major players such as the United States and China. Topics include international trade and trade disputes, investment policy, the regulation of\u2026\n
Conduct research on emotion processing and regulation in psychopathology, incorporating methods of experience sampling, psychophysiology, cognitive tasks, and meta-analysis. Read and discuss current issues in clinical psychology and affective science.
\nHumans are technological animals. Our species has invented agriculture, the compass, digital computers, large language models, and the selfie stick. This course traces the evolution and impact of these technological inventions, from the earliest wooden bows to the latest large language models. Half of the lectures will treat technology as the effect. We will explore how the human mind made our species into such prolific inventors, and how society amplified our inventive capacities. The other\u2026\n
Adolescence marks change on multiple levels (e.g., biologically, cognitively, and socially) and in multiple contexts (e.g., family, school, community, and peers). In fact, it marks the largest growth period in human development outside of infancy. Driven by enhanced thinking and reasoning capabilities, adolescents struggle with balancing their desires for autonomy and independence with their desires for guidance and connection. These dynamics result in renegotiating family and social\u2026\n
Public education has long strived to be society’s “great equalizer.” Yet, throughout its history, the American education system has failed to deliver on this promise. In this course, we will examine specific high-profile and popular system-level reform initiatives aimed at improving urban public schools. For example, we will investigate New York City’s efforts to improve high schools and develop a “college for all” culture, Boston’s focus on teacher\u2026\n
Food and diet-related health have become a pressing topic in research, policy and public discourse. This concern stems in part from the fact that disadvantaged groups tend to have poorer diets than their more advantaged peers. In order to understand socioeconomic and racial disparities in diet quality, we will examine how people’s food choice is related to their material resources, to their social circumstances, and to the meaning that they attach to—and derive from—food.\u2026\n
Graduate students register for this course when they permanently join a lab. Students should register under the supervising PI.
\nNELC concentrators must enroll in either one semester (Fall or Spring) of NEC 98. The project or assignment for this tutorial must be completed within the semester the student is enrolled.
\nStories are a fundamental unit of cultural communication. Our shared cultural mythology is how we disseminate communal values. This course is about harnessing that power as a way to inform, interrogate, and impact. In this workshop style class, students will survey modalities of dramatic writing (theatre, film and TV) as well as embodiment techniques (playback theatre, theatre of the oppressed, improvisation, etc.) in order to apply them within a healthcare context. Classes will alternate\u2026\n
Graduate students register for this course when they permanently join a lab. Students should register under the supervising PI.
\nPolitical violence varies greatly in its intensity, scope, and form, depending on the characteristics of the perpetrator, target, and context of the conflict. This course is an introduction to the literatures on various types of political violence. It focuses on the following questions: What is political violence? Why and when do actors use violence, and what factors impact the type of violence actors use? What are the (intended and unintended) consequences of violence, both short and\u2026\n
The main objective of this workshop is to help Doctoral students at Romance Languages and Literatures develop their prospectus. The prospectus is a requisite that is meant to be submitted by the Summer of the students 3rd Year, six months after completion of the general examination. The prospectus consists of a preliminary description of the proposed dissertation project, thus the course is designed for students who are past their examinations. As described in the Graduate handbook, the\u2026\n
Graduate students register for this course when they permanently join a lab. Students should register under the supervising PI.
\nJulian of Norwich (born 1343) and Margery Kempe of Lynn (born 1373) are the two earliest women writers in English whose names we know. They lived thirty years and thirty miles apart, met only once over a period of some days, and wrote long, completely different books, both inspired by what they understood as visionary encounters with the divine. Julian was a Christian intellectual, a brilliant writer, intensely visual but also abstract, who spent a lifetime writing and rewriting an intricate\u2026\n