Courses tagged with "Information policy" (252)

This course offers an introduction to the history and historiography of science from ancient Greece to the present. It is designed to serve as an introduction for those who have no prior background in the field and to deepen the knowledge of those who already do. We will consider how the history of science has responded to its encounters with philosophy, sociology, economics, and anthropology. Our readings and discussions will focus on determining what makes particular works effective, understanding major contemporary trends and debates in the history of science, and establishing resources for further research.

How do we read and model fictional minds? Introducing cognitive poetics: the application of cognitive science to literary reading.

How is the human body structured? How are the different body systems interconnected with each other? If you are interested but layman to Human Anatomy, if you find the Human Anatomy textbooks are too difficult to read, or if you want to freshen up quickly your anatomy knowledge, this is the course for you.

Human Anatomy is fundamental to every medical and healthcare professional. However, the science of anatomy and effects of stroke are also extremely useful to anyone interested in understanding more about the human body. In this course, you’ll gain an understanding of the basic concepts of anatomy and learn to ‘dissect’ the human body with a logical approach through a typical clinical case of stroke.

Case-based study:
A real-life severe stroke case is adopted in this MOOC to articulate the application of Human Anatomy knowledge. This case scenario is presented by using a micro movie together with an interactive case summary and interview to arouse learners’ interest.

Module-based design:
In addition to the presentation of a stroke case scenario in Module ONE, two more modules are included. In Module TWO, general knowledge of human anatomy related to the stroke case, including organs of important body systems, anatomical orientation, skeletal and muscular system, nervous system and special senses, and cardiovascular and pulmonary system. And Module THREE is specific for healthcare professionals or learners who want to know more about the health services being provided to stroke patients. It rounds up the course with six healthcare-discipline specific role play videos and lectures given by visiting professors.

A flow is called hypersonic if the Mach number is greater than 5. This means that the flow speed is more than five times the speed of sound. In air at room temperature, the speed of sound is around 340 m/s, so a Mach 5 flow would have a flow speed of 1.7 km/s or just over 6,000 km/h. When a rocket launches a satellite into earth orbit, when a probe enters the atmosphere of another planet or when an aircraft is propelled by a supersonic combustion ramjet engine (a scramjet), hypersonic flows are encountered. Hypersonics – from Shock Waves to Scramjets introduces the basic concepts associated with flight at speeds greater than Mach 5 and takes students to the stage where they can analyse the performance of a scramjet engine that might be used in a future access-to-space system.

Ignorance! provides a comprehensive framework for understanding how people think about unknowns, how they deal with them, and even how certain kinds of ignorance are enshrined in cultures and social institutions. We’ll be taking you on a tour through ignorance in all its varieties and guises. Ignorance is everyone’s business. Ignorance is relevant to every discipline and profession, and to everyday life, both at work and at play.

No matter what domain you study or work in, this course will have something to offer to you.

We will explore questions about ignorance such as the following: Where does ignorance come from? How do we impose it on each other, and even on ourselves? And why? We usually think about ignorance as a bad thing, but when can it be preferable not to know something? What uses do people have for ignorance? What roles does ignorance play in social interaction, group relations, institutions, and law? Can ignorance sometimes be a virtue? When can ignorance be good or bad for us? How can we harness the unknown for learning, discovery, and creativity? How can we make good decisions under ignorance?

Your understanding of ignorance will be expanded via online games, discussion forums, opportunities to find out what your own “ignorance profile” is, additional readings, and Wiki materials. There also will be discussion threads specifically for those of you who want to apply understandings about ignorance to complex social and environmental problems. Knowing more about ignorance will help you to manage it and work with it. It also will help you in dealing with the unexpected, with complex problems, and even wicked problems.

“无知！”这门课提供了一个全面的框架以了解人们如何思考未知事物，如何处理未知事物，以及某些无知如何被纳入文化和社会制度。 我们将带你浏览所有种类和伪装下的无知。 无知和每个人都有关，与每一门学科、职业以及日常生活的工作和娱乐都息息相关。

无论你的学习或职业属于什么领域，你都可以从这门课程中得到收获.

我们将探讨有关无知的如下问题：无知从何而来？我们是如何将其强加于彼此甚至是我们自己？这又是为什么？我们通常认为无知是一件坏事，但是在哪些时候不知道太多反而是一件好事呢？人们如何利用无知？无知在社会互动、团体关系、制度和法律中扮演什么角色？无知有可能在某些时候成为一种美德吗？无知在什么时候对我们是好事，什么时候是坏事？我们如何利用未知事物来促进学习、新发现和创造力？ 我们如何在无知的情况下做出好的决定呢？

你对无知的理解将通过网络游戏、论坛、探索自己的“无知个人资料”的机会、附加阅读和维基资料获得扩展。课程里还将有专门针对那些希望将无知理解应用于复杂的社会和环境问题的讨论组。 深入了解无知将有助你管理和对待它。 它也将帮助您处理意想不到的，复杂的，甚至是邪恶的问题。

Students and professionals in science, design and technology have to develop and communicate concepts that are often difficult to comprehend for the public, their peers and even themselves.

This communication course will help you enhance your communication and interpersonal skills and provide insight, tips and tricks to make such complex and seemingly unimaginable concepts and ideas imaginable.

After finishing this course you will be more skilled in finding the right visual language to convey your ideas, thoughts and vision. You will be able to illustrate concepts and themes and you will know how to unravel complexity by using diagrams and schemes.

Innovative thinking is one of the top characteristics global businesses look for in their employees. Yet only 1 in 4 of us feel that our creativity is where we want it to be. Why should this surprise us? Almost none of us has ever been taught how to be inventive.

This course is based on an extraordinarily successful program that has been presented at over 70 top American universities. Over the next 5 weeks Dr. Roberta Ness, an internationally renowned physician-scientist and an expert in innovative thinking, provides proven techniques to expand your originality. The method she will teach you is described by the acronym PIG In MuD: Define the problem, identify frames, generate all possible alternatives, incubate, meld to your best ideas, and disseminate. Your mascot will be Eggbert, an uptight, risk-avoidant pig who will learn a thing or two along with you. Along with Eggbert, you will sharpen your powers of observation, making surprising associations, expanding assumptions, pulling questions apart, and thinking backwards. Solving real-world problems in business and science, you will hone your creative thinking skills. In a final group project, you will be amazed by how creative you have become. Since the top projects will be voted up onto the home page and visible to all collaborating companies, you may even come across unique career opportunities when you and your ideas are “discovered.”

The funding for this course was made possible by the UTHealth Innovation in Cancer Prevention Research Training Program (Cancer Prevention and Research Institute of Texas grant #RP140103). The content is solely the responsibility of the creators and does not necessarily represent the views of the Cancer Prevention Research Institute of Texas.

Integrative Biology 131: General Human Anatomy. Fall 2005. Professor Marian Diamond. The functional anatomy of the human

Comment étudier l'Univers dans lequel nous vivons en utilisant la seule information qu'il nous envoie: la lumière ? Ce cours donne un aperçu des phénomènes physiques qui se cachent derrière les objets astronomiques qui nous entourent, des planètes et des étoiles jusqu'aux filaments cosmiques, en passant par les galaxies comme notre Voie Lactée et les amas de galaxies. Le cours met l'accent sur le lien entre les prédictions théoriques et les observations et constitue la base indispensable des cours d'astrophysique avancés.

Do you want to understand how and why animals behave the way they do, and how we test hypotheses about behaviour scientifically? This biology and life sciences course provides an introduction to the complexities of wild animal behaviour, and how it is studied.

Over six weeks, learners will explore the various behaviours animals adopt in order to meet the challenges of their daily lives. We begin with how animals learn and communicate with each other, then move on to discuss how they find food, avoid predators, choose their mates, and rear their offspring.

This course is aimed at anyone looking to broaden their understanding of animal behaviour beyond nature documentaries or a typical high school education. No previous knowledge is required, only curiosity and enthusiasm for the subject.

How can we study the Universe we live in using the only available information it provides us with: light ?

This course provides an overview of the physical phenomena at play in the astronomical objects surrounding us, from planets and stars to the cosmic filaments, from galaxies such as our own Milky Way to large galaxy clusters. The course emphasizes the links between theoretical predictions and observations.

In this course, you will learn the basics of astrophysics using simplified mathematical developments. In particular, you will learn the role played by gravity in astrophysics, including gravitational lensing, and how matter and radiation interact. The material in this course is essential to follow more advanced astrophysics courses.

We begin with an introduction to the biology, explaining what we measure and why. Then we focus on the two main measurement technologies: next generation sequencing and microarrays. We then move on to describing how raw data and experimental information are imported into R and how we use Bioconductor classes to organize these data, whether generated locally, or harvested from public repositories or institutional archives. Genomic features are generally identified using intervals in genomic coordinates, and highly efficient algorithms for computing with genomic intervals will be examined in detail. Statistical methods for testing gene-centric or pathway-centric hypotheses with genome-scale data are found in packages such as limma, some of these techniques will be illustrated in lectures and labs.

Given the diversity in educational background of our students we have divided the series into seven parts. You can take the entire series or individual courses that interest you. If you are a statistician you should consider skipping the first two or three courses, similarly, if you are biologists you should consider skipping some of the introductory biology lectures. Note that the statistics and programming aspects of the class ramp up in difficulty relatively quickly across the first three courses. By the third course will be teaching advanced statistical concepts such as hierarchical models and by the fourth advanced software engineering skills, such as parallel computing and reproducible research concepts.

These courses make up 2 XSeries and are self-paced:

PH525.1x: Statistics and R for the Life Sciences

PH525.2x: Introduction to Linear Models and Matrix Algebra

PH525.3x: Statistical Inference and Modeling for High-throughput Experiments

PH525.4x: High-Dimensional Data Analysis

PH525.5x: Introduction to Bioconductor: annotation and analysis of genomes and genomic assays 

PH525.6x: High-performance computing for reproducible genomics

PH525.7x: Case studies in functional genomics

This course is the first of a two-course sequence: Introduction to Computer Science and Programming Using Python, and Introduction to Computational Thinking and Data Science. Together, they are designed to help people with no prior exposure to computer science or programming learn to think computationally and write programs to tackle useful problems. Some of the people taking the two courses will use them as a stepping stone to more advanced computer science courses, but for many it will be their first and last computer science courses. This run features updated lecture videos, lecture exercises, and problem sets to use the new version of Python 3.5. Even if you took the course with Python 2.7, you will be able to easily transition to Python 3.5 in future courses, or enroll now to refresh your learning.

Since these courses may be the only formal computer science courses many of the students take, we have chosen to focus on breadth rather than depth. The goal is to provide students with a brief introduction to many topics so they will have an idea of what is possible when they need to think about how to use computation to accomplish some goal later in their career. That said, they are not "computation appreciation" courses. They are challenging and rigorous courses in which the students spend a lot of time and effort learning to bend the computer to their will.

Have you wondered about the design strategies behind temperature controllers, quad-copters, or self-balancing scooters? Are you interested in robotics, and have heard of, or tried, “line-following" or “PID control” and want to understand more?

Feedback control is a remarkably pervasive engineering principle. Feedback control uses sensor data (e.g. brightness, temperature, or velocity) to adjust or correct actuation (e.g. steering angle, motor acceleration, or heater output), and you use it all the time, like when you steer a bicycle, catch a ball, or stand upright. But even though applications of feedback are very common, the subject is an uncommonly compelling example of mathematical theory guiding practical design. In this engineering course we will introduce you to the theory and practice of feedback control and provide a glimpse into this rich and beautiful subject.

Each week we will begin with a mathematical description of a fundamental feedback concept, combined with on-line exercises to test your understanding, and will finish with you designing, implementing, measuring, and analyzing a hardware system, that you build, for controlling a propeller-levitated-arm feedback system.

You will not need a background in calculus or software engineering to succeed in this class but you should be familiar with algebra and mechanical forces, have some exposure to complex numbers, and be comfortable with modifying mathematical formulas in short computer programs.

This is a lab course, and in order to complete the weekly assignments, you will need to purchase/acquire a list of parts. To make sure you receive your parts before the class begins, you should register promptly, so that you can access the lists of parts and international vendors.

Have you ever imagined what is deep under the ground? What is happening deep inside the earth? How has the earth evolved into its present state? This course is an introduction to earth science, focusing on the deep earth. We will learn how temperature and chemical compositions inside the Earth are inferred from limited observations combined with laboratory experiments. We will also explore the fate of water on the early Earth related to advanced research questions. Upon finishing this course, you will learn how scientists interpret the unknown and use the scientific method to address immeasurable research challenges.

No specific knowledge is needed. Join this course and let’s imagine the inside of the Earth together.

As contemporary humans, we are a product of our evolutionary past. That past can be directly observed through the study of the human fossil record, the materials preserved for archaeological study, and the DNA of living and extinct human populations. This course will provide an overview of human evolutionary history from the present--contemporary human variation in a comparative context--through our last common ancestor with the living great apes, some 5-7 million years in the past. Emphasis will be placed on major evolutionary changes in the development of humans and the methodological approaches used by paleoanthropologists and related investigators to develop that knowledge.

The course will begin by asking basic questions about how evolution operates to shape biological variation and what patterns of variation look like in living humans and apes. We will then look at how the human lineage first began to differentiate from apes, the rise and fall of the Australopithecines, the origin and dispersal of the genus Homo, and eventually the radical evolutionary changes associated with the development of agricultural practices in the past 15,000 years. Throughout the course students will be exposed to the primary data, places and theories that shape our understanding of human evolution.

Matrix Algebra underlies many of the current tools for experimental design and the analysis of high-dimensional data. In this introductory data analysis course, we will use matrix algebra to represent the linear models that commonly used to model differences between experimental units. We perform statistical inference on these differences. Throughout the course we will use the R programming language.

Given the diversity in educational background of our students we have divided the series into seven parts. You can take the entire series or individual courses that interest you. If you are a statistician you should consider skipping the first two or three courses, similarly, if you are biologists you should consider skipping some of the introductory biology lectures. Note that the statistics and programming aspects of the class ramp up in difficulty relatively quickly across the first three courses. By the third course will be teaching advanced statistical concepts such as hierarchical models and by the fourth advanced software engineering skills, such as parallel computing and reproducible research concepts.

These courses make up 2 XSeries and are self-paced:

PH525.1x: Statistics and R for the Life Sciences

PH525.2x: Introduction to Linear Models and Matrix Algebra

PH525.3x: Statistical Inference and Modeling for High-throughput Experiments

PH525.4x: High-Dimensional Data Analysis

PH525.5x: Introduction to Bioconductor: annotation and analysis of genomes and genomic assays 

PH525.6x: High-performance computing for reproducible genomics

PH525.7x: Case studies in functional genomics

HarvardX requires individuals who enroll in its courses on edX to abide by the terms of the edX honor code. HarvardX will take appropriate corrective action in response to violations of the edX honor code, which may include dismissal from the HarvardX course; revocation of any certificates received for the HarvardX course; or other remedies as circumstances warrant. No refunds will be issued in the case of corrective action for such violations. Enrollees who are taking HarvardX courses as part of another program will also be governed by the academic policies of those programs.

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Harvard University and HarvardX are committed to maintaining a safe and healthy educational and work environment in which no member of the community is excluded from participation in, denied the benefits of, or subjected to discrimination or harassment in our program. All members of the HarvardX community are expected to abide by Harvard policies on nondiscrimination, including sexual harassment, and the edX Terms of Service. If you have any questions or concerns, please contact harvardx@harvard.edu and/or report your experience through the edX contact form.

This course is an introduction to mechanics and follows a standard first-semester university physics course. You will learn fundamental mechanics concepts and mathematical problem solving required for all STEM fields.

The course begins with kinematics, where you will learn to use equations and graphs to describe the position, velocity, and acceleration of an object, and how those quantities are related through calculus. You will then learn how forces affect motion through Newton’s Laws, and how to understand and calculate several different forces, including gravitational, normal force, drag force, and friction force. The concept of energy will be covered, including kinetic energy, potential energy, and how they are affected by work. You will learn how to use the conservation of energy to solve motion problems. Finally, momentum, another “quantity of motion” will be described. You will learn how to calculate momentum, about its relationship to Newton’s laws, and how to use it to solve motion problems, including collisions.

This course is valuable preparation for the equivalent on-campus course, or as supplementary material.

In this introductory 4-credit hour lecture and laboratory course, we will explore the origins, structure, contents, and evolution of our solar system and exosolar planetary systems. We will cover the history of astronomy, properties of light, instruments, the study of the solar system and nearby stars.

Throughout the course, we will learn about the Discovery Channel Telescope, the Lowell Observatory, the Challenger Space Center, and Meteor Crater, the world’s best-preserved meteorite impact site on Earth. We will also get a chance to virtually walk through the Lunar Exploration Museum and Arizona State University’s Moeur Building, home of the Mars Space Flight Facility where ASU scientists and researchers are using spacecraft instruments on Mars to explore the geology and mineralogy of the red planet.

This course satisfies the Natural Science — Quantitative (SQ) general studies requirement at Arizona State University. Introduction to Astronomy may satisfy a general education requirement at other institutions; however, it is strongly encouraged that you consult with your institution of choice to determine how these credits will be applied to their degree requirements prior to transferring the credit.

This first-year University chemistry course explores the basic principles of the chemical bond by studying the properties of solids. Properties such as stiffness, electrical conductivity, thermal expansion, strength, and optical properties are the vehicle by which you can learn a great deal of practical chemistry. 

You will see how experts use their knowledge of trends in the periodic table to predict the properties of materials. 3.091x is an engineering course so there is an emphasis on applications and how materials are used. The on-campus version of the course has been taught for over forty years and is one of the largest classes at MIT.

This course will cover the relationship between electronic structure, chemical bonding, and atomic order, and characterization of atomic arrangements in crystalline and amorphous solids: metals, ceramics, semiconductors, and polymers (including proteins). There will be topical coverage of organic chemistry, solution chemistry, acid-base equilibria, electrochemistry, biochemistry, chemical kinetics, diffusion, and phase diagrams. Examples will be drawn from industrial practice (including the environmental impact of chemical processes), from energy generation and storage (e.g., batteries and fuel cells), and from emerging technologies (e.g., photonic and biomedical devices).