Courses tagged with "Nutrition" (6413)

What is the history of popular reading in the Western world? How does widespread access to print relate to distinctions between highbrow and lowbrow culture, between good taste and bad judgment, and between men and women readers? This course will introduce students to the broad history of popular reading and to controversies about taste and gender that have characterized its development. Our grounding in historical material will help make sense of our main focus: recent developments in the theory and practice of reading, including fan-fiction, Oprah's book club, comics, hypertext, mass-market romance fiction, mega-chain bookstores, and reader response theory.

What is the history of popular reading in the Western world? How does widespread access to print relate to distinctions between highbrow and lowbrow culture, between good taste and bad judgment, and between men and women readers? This course will introduce students to the broad history of popular reading and to controversies about taste and gender that have characterized its development. Our grounding in historical material will help make sense of our main focus: recent developments in the theory and practice of reading, including fan-fiction, Oprah's book club, comics, hypertext, mass-market romance fiction, mega-chain bookstores, and reader response theory.

This course centers on historical eras in which the form and function of media technologies were radically transformed. It includes consideration of the "Gutenberg Revolution," the rise of modern mass media, and the "digital revolution," among other case studies of media transformation and cultural change. Readings are in cultural and social history and historiographic method.

This course examines the interplay of art, science, and commerce shaping the production, marketing, distribution, and consumption of contemporary media. It combines perspectives on media industries and systems with an awareness of the creative process, the audience, and trends shaping content. There will be invited discussions with industry experts in various subject areas. Class projects will encourage students to think through the challenges of producing media in an industry context. CMS.610 is for undergraduate credit, whereas CMS.922 is for graduate credit. Though the requirements for graduates are more stringent, the course is intended for both undergraduate and graduate students.

This course examines the interplay of art, science, and commerce shaping the production, marketing, distribution, and consumption of contemporary media. It combines perspectives on media industries and systems with an awareness of the creative process, the audience, and trends shaping content. There will be invited discussions with industry experts in various subject areas. Class projects will encourage students to think through the challenges of producing media in an industry context. CMS.610 is for undergraduate credit, whereas CMS.922 is for graduate credit. Though the requirements for graduates are more stringent, the course is intended for both undergraduate and graduate students.

Media literacy helps us understand, analyze and create media. While we rely on good journalism to provide accurate information, we also have responsibilities of our own in this media-saturated environment. We can no longer be passive consumers of media. We need to be active users of media, as readers, listeners, viewers and creators, so we are all better informed. Our goal is to help you do just that.

This workshop explores the potential of media technology and the Internet to enhance communication and transform city design and community development in inner-city neighborhoods. The class introduces a variety of methods for describing or representing a place and its residents, for simulating actions and changes, for presenting visions of the future, and for engaging multiple actors in the process of envisioning change and guiding action. Students will engage two neighborhoods: the Mill Creek neighborhood of West Philadelphia, PA, and the Brightwood/Northend neighborhood of Springfield, MA. Students will meet real people working on real projects, put theory into practice, and reflect on insights gained in the process. Our hope is that student work will contribute to new initiatives in both communities.

The class Web site can be found here: Media Technology and City Design and Development. It is sponsored by the West Philadelphia Landscape Project and the Center for Reflective Community Practice.

This workshop explores the potential of media technology and the Internet to enhance communication and transform city design and community development in inner-city neighborhoods. The class introduces a variety of methods for describing or representing a place and its residents, for simulating actions and changes, for presenting visions of the future, and for engaging multiple actors in the process of envisioning change and guiding action. Students will engage two neighborhoods: the Mill Creek neighborhood of West Philadelphia, PA, and the Brightwood/Northend neighborhood of Springfield, MA. Students will meet real people working on real projects, put theory into practice, and reflect on insights gained in the process. Our hope is that student work will contribute to new initiatives in both communities.

The class Web site can be found here: Media Technology and City Design and Development. It is sponsored by the West Philadelphia Landscape Project and the Center for Reflective Community Practice.

This course provides an intensive introduction to artificial intelligence and its applications to problems of medical diagnosis, therapy selection, and monitoring and learning from databases. It meets with lectures and recitations of 6.034 Artificial Intelligence, whose material is supplemented by additional medical-specific readings in a weekly discussion session. Students are responsible for completing all homework assignments in 6.034 and for additional problems and/or papers.

The focus of the course is on medical science and practice in the age of automation and the genome, both present and future.

It ncludes an analysis of the computational needs of clinical medicine, a review systems and approaches that have been used to support those needs, and an examination of new technologies.

This course presents the main concepts of decision analysis, artificial intelligence, and predictive model construction and evaluation in the specific context of medical applications. The advantages and disadvantages of using these methods in real-world systems are emphasized, while students gain hands-on experience with application specific methods. The technical focus of the course includes decision analysis, knowledge-based systems (qualitative and quantitative), learning systems (including logistic regression, classification trees, neural networks), and techniques to evaluate the performance of such systems.

If you are seeking CME credit, you must register with Charlotte Area Healthcare Education Center: CLICK HERE to register for CME

This medical course includes six modules which cover various areas of medical genomics including:

• Introduction to Genomics
• Variation
• Microbiome
• Pharmacogenomics
• in vitro (IVF) and Fetal medicine
• Oncology

Each module defines common terms, shows examples of data, and how healthcare is changing due to genomic insights. Each module also contains ethical, legal, and social implications of genomics in medical treatment. All modules contain five multiple choice questions to assess learning gains.

Interspersed in each module are multiple interviews with practicing healthcare workers who have first hand experience with medical genomics and how the standards of care are changing. This continuing medical education course contains information that satisfies the American Board of Medical Specialties six core competencies: Practice-based learning and improvement; Patient care and procedural skills; Systems-based practice; Medical knowledge; Interpersonal and communication skills; and Professionalism.

Course eligible for CME credit:
2.0 AMA PRA Category 1 Credits™

• This activity has been planned and implemented in accordance with the accreditation requirements and policies of the Accreditation Council for Continuing Medical Education (ACCME) through the joint providership of Carolinas HealthCare System/Charlotte AHEC and Davidson College . Carolinas HealthCare System/Charlotte AHEC is accredited by the ACCME to provide continuing medical education for physicians.
• Carolinas HealthCare System/Charlotte AHEC designates this Enduring Material for a maximum of 2 AMA PRA Category 1 Credit(s)™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.

This course has been created in joint partnership with the Charlotte AHEC.

Courses offered via edX.org are not eligible for academic credit from Davidson College. A passing score in a DavidsonX course(s) will only be eligible for a verified certificate generated by edX.org.

Explore the structure and function of the human central nervous system. Learn why knowledge of human neuroanatomy, neurophysiology, neural plasticity, and new discovery in the brain sciences matters for clinical practice in the health professions.

It is highly likely that you, a member of your family, or a close friend will face the decision of whether to use a medication to treat a diagnosed psychiatric disorder. Do you have the skills and knowledge to participate in the decision to use a drug as therapy?

This course prepares you to be an effective collaborator with your physician, psychiatrist, or psychologist when deciding if a medication is appropriate treatment. The course introduces fundamental principles for the use of drugs as therapy. It encourages students to have realistic goals regarding the strengths and limitations of psychiatric medications. It provides basic understanding of how a drug acts upon the brain to improve behavioral symptoms. You will learn how new drugs are developed to become viable options for treatment, and how they are ultimately approved for being prescribed. Additionally, this course provides perspective on the proper use of psychiatric medication as a part of a multifactor treatment program.

Altogether, you will acquire a working knowledge to gain confidence that a psychiatric medication is being used wisely to give the best advantage for a successful improvement of symptoms while minimizing risk of side effects.  

This medicinal chemistry course explores how chemists modify a molecule’s structure to design a safe and effective drug.

This course opens with a brief history of drug discovery and introduces the modern drug approval process. Then, we will transition to learning about receptors and enzymes, the body’s molecules most often targeted by drugs. We will also discuss the topics of pharmacokinetics (drug adsorption, elimination, and half-life) and metabolism. The course closes with units on how potential drug molecules are identified and subsequently optimized into safe and effective drugs.

Medicine is in the midst of a shift never before seen. Information and technology are advancing at rates faster than our ability to adapt. These changes, along with social forces such as the health 2.0 movement, are redefining the role of the doctor and patient. This course offers participants an engaging, never-before-seen view of medicine and healthcare. 

"Medicine in the Digital Age" features in-depth interviews with thought leaders in digital health, including:

Dr. Eric Topol, author of The Creative Destruction of Medicine (2012) and The Patient Will See You Now (2015) 
Dr. Roni Zeiger, former Chief Health Strategist for Google and CEO and Co-founder of Smart Patients 
Dr. Peter Killoran, Biomedical informatics and EHR usability expert
Fred Trotter, Data Journalist and Author of ​Meaningful Use​ and Beyond (2011) 
Dr. David Wetter, Director of Innovation for Behavioral Health on Mobile Data to Knowledge (MD2K) center, for NIH Big Data to Knowledge (BD2K) Initiative 

The course is intended for a general audience and is relevant to anyone working or interested in the emerging healthcare environment. At the end of the course, participants will have the knowledge to successfully engage with the future of digital medicine. 

Medicine in the Digital Age maps out the challenges and opportunities facing healthcare in the networked age. We will explore the role of social media in healthcare communication, the uses of wearable technologies, the potential for big data to reshape health behaviors, the ethics of personalized medicine, and the impact of these new developments on the doctor-patient relationship. Participants will gain an understanding of the connected health revolution and tools to critically analyze this evolving ecosystem. Medicine in the Digital Age will launch a fresh conversation about what the future of medicine should be, and how we should get there. Join us!

What background is required to participate in this course?
No specific background is required for this course, but it is aimed at professionals who have (or would like to have) some amount of decision-making capability in their organization. This course is for leaders and aspiring leaders in healthcare and allied sectors including telecommunications, health insurance, biotechnology, pharmaceuticals, device manufacturing, policy and government, investment, consulting and innovation.

Is this course part of a series?
Not yet, but watch for future announcements!

Can I still enroll if the course has started?
Yes, but look for additional announcements from course staff about assessments that will need to be completed to qualify for the RiceX Certificate.

What types of certificates does RiceX offer?
Upon successful completion of RiceX courses, learners will be awarded a RiceX Certificate from Rice University.

How are certificates determined?
Earning a certificate is determined by the individual course. Generally, learners must complete all course requirements at a level pre-determined by the course instructor to earn a certificate.

What happens if I do not pass or cannot complete a course?
There is no limit on the number of times you can enroll in RiceX courses. Many of RiceX courses are offered on a routine basis and you will be able to enroll in the next offering.

How can I earn a certificate for the series?
Some RiceX courses are part of a series. Usually you can enroll in just one course or the entire series.  Often you do not have to decide to complete the full series when you begin. Participants can earn a series certificate if they satisfactorily fulfill the requirements for completing the series.

What happens after I sign up?
Once you have registered and paid for a course, you will receive a confirmation email from RiceX.

What time is the class?'
Courses materials are available 24 hours a day once the course has officially opened.  Some courses include live webcasts with instructors scheduled at a specific time. The webcasts are recorded and available to participants who are not able to join.  

What if I have a question or concern for the instructor?
You will be part of a dynamic global learning community of fellow professional participants available 24-7 to help within the framework of the honor code. Course engagement managers monitor the discussion forum and can address your questions or forward to the instructor.

How can I meet/find other course participants?
Every RiceX course includes a Participant Discussion Forum where you can interact with other participating professionals. The Forum is guided by an honor code. You can also connect through Google+ Hangouts and interactive activities like live webcasts that may be included in a course.

Is there an exam at the end?
No, there is no exam. Instead, there is a final project at the end of the course.

This course provides an exploration of colonial and postcolonial clashes between theories of healing and embodiment in the African world and those of western bio-medicine. It examines how Afro-Atlantic religious traditions have challenged western conceptions of illness, healing, and the body and have also offered alternative notions of morality, rationality, kinship, gender, and sexuality. It also analyzes whether contemporary western bio-medical interventions reinforce colonial or imperial power in the effort to promote global health in Africa and the African diaspora.

How can healthcare professionals help patients to improve their health through medicines adherence?

This course will survey the conditions of material life and changing social and economic conditions in medieval Europe with reference to the comparative context of contemporary Islamic, Chinese, and central Asian experiences. Subject covers the emergence and decline of feudal institutions, the transformation of peasant agriculture, living standards and the course of epidemic disease, and the ebb and flow of long-distance trade across the Eurasian system. Particular emphasis will be placed on the study of those factors, both institutional and technological, which have contributed to the emergence of capitalist organization and economic growth in Western Europe in contrast to the trajectories followed by the other major medieval economies.

It is easy to think of love as a "universal language" - but do ideas about love translate easily across history, culture, and identity? In this course, we will encounter some surprising, even disturbing ideas about love and sex from medieval writers and characters: For instance, that married people can never be in love, that the most satisfying romantic love incorporates pain and violence, and that intense erotic pleasure can be found in celibate service to God. Through Arthurian romances, Chaucer's Canterbury Tales, love letters, mystical visions, and more, we will explore medieval attitudes toward marriage, sexuality, and gender roles. What can these perspectives teach us about the uniqueness of the Middle Ages—and how do medieval ideas about love continue to influence the beliefs and fantasies of our own culture?